A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder

Journal of Consulting and Clinical Psychology

Volumn 81, Issue 1, 2013, Pages 100-112

  Mikami, Amori Yee ^a   Griggs, Marissa Swaim ^a   Lerner, Matthew D ^a   Emeh, Christina C ^a   Reuland, Meg M ^a   Jack, Allison ^a   Anthony, Maria R ^a  

^a UNIVERSITY OF BRITISH COLUMBIA   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

AGGRESSION; ARTICLE; ATTENTION DEFICIT DISORDER; BEHAVIOR THERAPY; CHILD; CONTINGENCY MANAGEMENT TRAINING; CROSSOVER PROCEDURE; FEMALE; FRIENDSHIP; HUMAN; MAJOR CLINICAL STUDY; MAKING SOCIALLY ACCEPTING INCLUSIVE CLASSROOM; MALE; OPPOSITIONAL DEFIANT DISORDER; OUTCOME ASSESSMENT; PEER GROUP; PRESCHOOL CHILD; SCHOOL CHILD; SOCIAL BEHAVIOR; SOCIAL COMPETENCE; SOCIOMETRIC STATUS;

EID: 84875351039     PISSN: 0022006X     EISSN: 19392117     Source Type: Journal    
DOI: 10.1037/a0029654     Document Type: Article

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