Literaturnachweis - Detailanzeige
Autor/inn/en | Mautone, Jennifer A.; Lefler, Elizabeth K.; Power, Thomas J. |
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Titel | Promoting Family and School Success for Children with ADHD: Strengthening Relationships while Building Skills |
Quelle | In: Theory Into Practice, 50 (2011) 1, S.43-51 (9 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0040-5841 |
Schlagwörter | Behavior Modification; Attention Deficit Hyperactivity Disorder; Behavior Change; Family Environment; Educational Environment; Intervention; Parent Child Relationship; Teacher Student Relationship; Skill Development; Educational Strategies; Educational Theories; Parent School Relationship Behaviour modification; Verhaltensänderung; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenzentwicklung; Qualifikationsentwicklung; Lehrstrategie; Educational theory; Theory of education; Bildungstheorie; Parent-school relationship; Parent school relationships; Parent-school relationships; Parent-school relation; Parent school relation; Eltern-Schule-Beziehung |
Abstract | Children with ADHD typically experience significant impairment at home and school, and their relationships with parents, teachers, and peers often are strained. Psychosocial interventions for ADHD generally focus on behavior change in one environment at a time (i.e., either home or school); however, unisystemic interventions generally are not sufficient. The purpose of this article is to describe a family-school intervention for children with ADHD. In addition, program strategies and theoretical bases are discussed. (Contains 1 figure and 1 table.) (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |