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Relevant bibliographies by topics / Attention-deficit-disordered youth – Education

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Academic literature on the topic 'Attention-deficit-disordered youth – Education'

Author: Grafiati

Published: 26 July 2024

Last updated: 31 July 2025

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Dissertations / Theses on the topic "Attention-deficit-disordered youth – Education"

1

Wilde, Jaime, and University of Lethbridge Faculty of Education. "Teachers' and counsellors' knowledge and experience related to attention deficit hyperactivity disorder." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 2006, 2006. http://hdl.handle.net/10133/363.

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This study was designed to assess teachers' and counsellors' knowledge and experiences related to ADHD and the use of stimulant medication. The sample population was comprised of elementary, middle school, and high school teachers and counsellors from two school districts in southwestern Canada. A descriptive, cross-sectional design using a self-administered questionnaire was used to obtain information. Results revealed that the teachers and counsellors responding to the questionnaire have limited knowledge about ADHD and the use of stimulant medication, although a large majority of them have

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2

Stevens, Troy A. "Classroom management techniques for ADHD students a teaching guide for secondary teachers /." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:159.

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Jacobs, Lianie. "Understanding the experiences of adolescent girls with ADHD : a case study." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/96046.

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Thesis (MEdPsych)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Attention-deficit/hyperactivity disorder (ADHD) is one of the most common disorders diagnosed amongst children. Research regarding the experiences of adolescent girls with ADHD is sparse. The symptoms of the disorder seem to manifest differently in girls than in boys. Girls show symptoms of hyper-talkativeness, emotional reactivity, forgetfulness, disorganisation, low self-esteem and anxiety. Failing to identify these symptoms among girls results in many of them going through their primary and secondary school careers not e

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4

Weyh, Pamela. "An Examination of Social Work Students’ Knowledge of Attention Deficit Hyperactivity Disorder." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/734.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.<br>Bachelors<br>Health and Public Affairs<br>Social Work

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5

Davis, Heather Inga. "Description and continuity of goal orientation of high school students with ADHD /." Full-text of dissertation on the Internet (152 KB), 2009. http://www.lib.jmu.edu/general/etd/2009/Honors/Davis_Heather/davishi_honors_11-11-2009.pdf.

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6

Morris, Mary Ann. "A Comparison of Written Composition Assessment Using Standard Format Versus Alternate Format Among College-Bound Students with Learning Disabilities and/or Attention-Deficit/Hyperactivity Disorder." Thesis, University of North Texas, 2006. https://digital.library.unt.edu/ark:/67531/metadc5405/.

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The purpose of this study was to explore the efficacy of using a computer word processing program in the assessment of written expression with college-bound individuals who had been diagnosed with a learning disability (LD) and/or attention-deficit/hyperactivity disorder (ADHD). Fifty-six (35 eleventh and 21 twelfth) graders, attending a private college-preparatory school for students with LD and/or ADHD, were administered the Spontaneous Writing composite of the Test of Written Expression - Third Edition (TOWL-3). The TOWL-3 has equivalent forms, Form A and Form B. One form was administered i

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7

Michael, Dass Paula L. "Attention to retention: Implications of institutional practices of four-year colleges and universities on graduation rates of students with ADHD." UNF Digital Commons, 2019. https://digitalcommons.unf.edu/etd/888.

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Advances in medication and support services in high schools have influenced the growing number of students with Attention Deficit Hyperactivity Disorder (ADHD) enrolling in colleges and universities. Unfortunately, their lower graduation rates and extended time to graduation creates multiple challenges to themselves, their institution’s, and their communities. Limited information is available regarding how disability services impact graduation rates for students with ADHD in higher education. More information is needed about how the practices instituted by disability support center leaders in

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Books on the topic "Attention-deficit-disordered youth – Education"

1

McConnell, Kathleen. Practical ideas that really work for students with ADHD. 2nd ed. PRO-ED, 2005.

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Kathleen, McConnell. Practical ideas that really work for students with ADHD. 2nd ed. PRO-ED, 2005.

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3

Paul, Cooper. Educating children with AD/HD: A teacher's manual. RoutledgeFalmer, 2001.

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Parker, Harvey C. Problem Solver Guide for Students with ADHD. Specialty Press, 2009.

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5

Quinn, Patricia O. Adolescents and ADD: Gaining the advantage. Magination Press, 1995.

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Sandler, Michael. College confidence with ADD: The ultimate success manual for ADD students, from applying to academics, preparation to social success, and everything else you need to know. Sourcebooks, 2008.

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Association, American Psychological, ed. AD/HD and the college student: The everything guide to your most urgent questions. Magination Press, 2012.

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8

DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas. Jossey-Bass, 2009.

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DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas, grades 6-12. Jossey-Bass, 2009.

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DeRuvo, Silvia L. Strategies for teaching adolescents with ADHD: Effective classroom techniques across the content areas, grades 6-12. Jossey-Bass, 2009.

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