Effects of a Cognitive-Functional Intervention Method on Improving Executive Function and Self-Directed Learning in School-Aged Children with Attention Deficit Hyperactivity Disorder: A Single-Subject Design Study

BACKGROUND: School-aged children with attention deficit hyperactivity disorder (ADHD) face many difficulties with self-directed learning because of their poor executive function. This leads to secondary problems such as learning disabilities and depression, so the role of intervention to improve exe...

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Detalles Bibliográficos
Autores principales: Kim, Mi Ji, Park, Hae Yean, Yoo, Eun-Young, Kim, Jung-Ran
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Hindawi 2020
Materias:
Research Article
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7368929/
https://www.ncbi.nlm.nih.gov/pubmed/32728351
http://dx.doi.org/10.1155/2020/1250801

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7368929/
https://www.ncbi.nlm.nih.gov/pubmed/32728351
http://dx.doi.org/10.1155/2020/1250801

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