Differential utility of teacher and parent–teacher combined information in the assessment of Attention Deficit/Hyperactivity Disorder symptoms

BACKGROUND: Consistent research findings indicate that parents and teachers observe genuinely different Attention Deficit/Hyperactivity Disorder (ADHD) behaviours in their respective settings. OBJECTIVE: To evaluate the utility of information provided by teacher informant assessments (INFAs) of ADHD...

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Detalles Bibliográficos
Autores principales: Garcia-Rosales, Alexandra, Vitoratou, Silia, Faraone, Stephen V., Rudaizky, Daniel, Banaschewski, Tobias, Asherson, Philip, Sonuga-Barke, Edmund, Buitelaar, Jan, Oades, Robert D., Rothenberger, Aribert, Steinhausen, Hans-Christoph, Taylor, Eric, Chen, Wai
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Springer Berlin Heidelberg 2020
Materias:
Original Contribution
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7864845/
https://www.ncbi.nlm.nih.gov/pubmed/32246275
http://dx.doi.org/10.1007/s00787-020-01509-4

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7864845/
https://www.ncbi.nlm.nih.gov/pubmed/32246275
http://dx.doi.org/10.1007/s00787-020-01509-4

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