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- W2101533394 abstract "NOTICE TO NON-PROFESSIONALS The information contained in this newsletter is not intended as a substitute for consultation with health care professionals. In 2003, the Centers for Disease Control and Prevention, analyzing the National Survey of Children’s Health, found that approximately 4.4 million U.S. children between the ages of 4t and 17 had been given a diagnosis of ADHD. The American Psychological Association estimated that this number constitutes 3% to 5% of the school-aged population. To put it another way: in a typical classroom, it is likely that at least one student will have ADHD. The difficulties associated with ADHD are extensive. However, often unrecognized are the underachievement and school difficulties common among students with ADHD (DuPaul & Eckert, 1998). In comparison to their peers, children with ADHD are at a greater risk for academic and social failures within the school setting (Barkley, 2006). Additionally, children with either the primarily inattentive or combined type of ADHD have significant weaknesses on cognitive and achievement tests, lower grades, and need to use special education resources more often than their peers within the general population (Todd et al., 2002). In fact, it is estimated that the majority of children with ADHD have related school struggles. Students with ADHD have higher lifetime rates of dysfuncOur 20th Year—With Much Gratitude to Our Subscribers" @default.
- W2101533394 created "2016-06-24" @default.
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- W2101533394 date "2012-02-01" @default.
- W2101533394 modified "2023-09-27" @default.
- W2101533394 title "School Success and Cognitive Instruction for Students with ADHD" @default.
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- W2101533394 doi "https://doi.org/10.1521/adhd.2012.20.1.1" @default.
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