Results for 'ADHD'

217 found
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  1.  35
    ADHD Drugs: Values That Drive the Debates and Decisions. [REVIEW]Susan Hawthorne - 2007 - Medicine, Health Care and Philosophy 10 (2):129-140.
    Use of medication for treatment of ADHD (or its historical precursors) has been debated for more than forty years. Reasons for the ongoing differences of opinion are analyzed by exploring some of the arguments for and against considering ADHD a mental disorder. Relative to two important DSM criteria — that a mental disorder causes some sort of harm to the individual and that a mental disorder is the manifestation of a dysfunction in the individual — ADHD’s classification (...)
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  2.  13
    The ADHD Concomitant Difficulties Scale , a Brief Scale to Measure Comorbidity Associated to ADHD.Javier Fenollar-Cortés & Luis J. Fuentes - 2016 - Frontiers in Psychology 7.
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  3.  22
    ADHD, Values, and the Self.Paul Litton - 2005 - American Journal of Bioethics 5 (3):65-67.
    *The opinions expressed are the views of the author and do not necessarily reflect the policy of the National Institutes of Health, the Public Health Service, or the U.S. Department of Health and Human Services.
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  4.  30
    RED: ADHD Under the “Micro-Scope” of the Rat Model.Katya Rubia - 2005 - Behavioral and Brain Sciences 28 (3):439-440.
    Derived from a rat model, the theory of Sagvolden et al. offers an all-explanatory model of attention-deficit/hyperactivity disorder (ADHD) anatomy, behaviour, and cognition as being caused predominantly by a hypo-dopaminergic mesolimbic (affecting the mesocortical and nigrostriatal) system, leading to abnormal reward and extinction processes. This model suffers from oversimplification and reductionism, reflecting the limitations of the use of animal models to explain higher mental disorders.
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  5.  13
    Engaging ADHD Students in Tasks with Hand Gestures: A Pedagogical Possibility for Teachers.Xiao‐lei Wang *, Ronan Bernas & Philippe Eberhard - 2004 - Educational Studies 30 (3):217-229.
    This study examines the effects of teachers' speech and hand gestures on the task performances of students with Attention‐Deficit/Hyperactivity Disorder . Forty‐five 7½‐year‐old students clinically diagnosed with ADHD participated in the study. The students were asked to solve three sets of puzzles. The teachers supported the students in the tasks by using three different scaffolding modalities: speech‐only, gesture‐only and speech in conjunction with gestures. The results indicate that when the teachers used the scaffolding that contained gesture components , the (...)
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  6.  13
    Linking ADHD to the Neural Circuitry of Attention.Adrienne Mueller, David S. Hong, Steven Shepard & Tirin Moore - 2017 - Trends in Cognitive Sciences 21 (6):474-488.
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  7. The Logic of ADHD: A Brief Review of Fallacious Reasoning.Gordon Tait - 2008 - Studies in Philosophy and Education 28 (3):239-254.
    This paper has two central purposes: the first is to survey some of the more important examples of fallacious argument, and the second is to examine the frequent use of these fallacies in support of the psychological construct: Attention Deficit Hyperactivity Disorder. The paper divides 12 familiar fallacies into three different categories—material, psychological and logical—and contends that advocates of ADHD often seem to employ these fallacies to support their position. It is suggested that all researchers, whether into ADHD (...)
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  8. Characterizing Cognition in ADHD: Beyond Executive Dysfunction.F. Xavier Castellanos, Edmund J. S. Sonuga-Barke, Michael P. Milham & Rosemary Tannock - 2006 - Trends in Cognitive Sciences 10 (3):117-123.
  9.  22
    The Inadequacy of ADHD: A Philosophical Contribution.Mattias Nilsson Sjöberg & Johan Dahlbeck - 2018 - Emotional and Behavioural Difficulties 23 (1):97-108.
    Attention Deficit Hyperactivity Disorder is a widely spread diagnosis.The dominant paradigm of ADHD is biomedical where ADHD isdefined as a brain disorder. At the same time, the legitimacy of thediagnosis is being questioned since it is unclear whether or not ADHDcan be deemed a medical disorder in itself. The aim of this article is tocritically assess the merits of understanding the diagnosis of ADHD as amedical condition defined as a brain disorder. This is being done usingthe seventeenth (...)
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  10.  97
    Institutionalized Intolerance of ADHD: Sources and Consequences.Susan C. C. Hawthorne - 2010 - Hypatia 25 (3):504 - 526.
    Diagnosable individuals, caregivers, and clinicians typically embrace a biological conception of attention-deficit/hyperactivity disorder (ADHD), finding that medical treatment is beneficial. Scientists study ADHD phenomenology, interventions to ease symptoms, and underlying mechanisms, often with an aim of helping diagnosed people. Yet current understanding of ADHD, jointly influenced by science and society, has an unintended downside. Scientific and social influences have embedded negative values in the ADHD concept, and have simultaneously dichotomized ADHD diagnosable from non-diagnosable individuals. In (...)
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  11.  17
    Children, ADHD, and Citizenship.E. F. Cohen & C. P. Morley - 2009 - Journal of Medicine and Philosophy 34 (2):155-180.
    The diagnosis of attention-deficit hyperactivity disorder is a subject of controversy, for a host of reasons. This paper seeks to explore the manner in which children's interests may be subsumed to those of parents, teachers, and society as a whole in the course of diagnosis, treatment, and labeling, utilizing a framework for children's citizenship proposed by Elizabeth Cohen. Additionally, the paper explores aspects of discipline associated with the diagnosis, as well as distributional pathologies resulting from the application of the diagnosis (...)
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  12.  27
    Beyond Creativity: ADHD Drug Therapy as a Moral Damper on a Child's Future Success.Christian J. Krautkramer - 2005 - American Journal of Bioethics 5 (3):52 – 53.
    *The views represented in this article are those of the author and do not necessarily represent the views or policies of the American Medical Association.
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  13.  13
    What Does Distractibility in ADHD Reveal About Mechanisms for Top-Down Attentional Control?Stacia R. Friedman-Hill, Meryl R. Wagman, Saskia E. Gex, Daniel S. Pine, Ellen Leibenluft & Leslie G. Ungerleider - 2010 - Cognition 115 (1):93-103.
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  14.  18
    ADHD and Stimulant Drug Treatment: What Can the Children Teach Us?Alexandre Erler - 2013 - Journal of Medical Ethics 39 (6):357-358.
    The treatment of children diagnosed with attention deficit/hyperactivity disorder with stimulant drugs has been a subject of controversy for many years, both within and outside bioethics, and the controversy is still very much alive. In her feature article , Ilina Singh, a major contributor to that debate in recent years, brings fresh empirical evidence to bear on it. She uses new data to deal with two key ethical concerns that have been raised about the practice. First, does medicating children with (...)
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  15.  8
    Monitoring Attention in ADHD with an Easy-to-Use Electrophysiological Index.Goded Shahaf, Uri Nitzan, Galit Erez, Shlomo Mendelovic & Yuval Bloch - 2018 - Frontiers in Human Neuroscience 12.
  16.  22
    Editorial: Neurofeedback in ADHD.Martijn Arns, Hartmut Heinrich, Tomas Ros, Aribert Rothenberger & Ute Strehl - 2015 - Frontiers in Human Neuroscience 9.
  17.  39
    The Four Causes of ADHD: Aristotle in the Classroom.Marino Pérez-Álvarez - 2017 - Frontiers in Psychology 8.
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  18.  70
    Will the "Real Boy" Please Behave: Dosing Dilemmas for Parents of Boys with ADHD.Ilina Singh - 2005 - American Journal of Bioethics 5 (3):34 – 47.
    The use of Ritalin and other stimulant drug treatments for attention-deficit hyperactivity disorder (ADHD) raises distinctive moral dilemmas for parents; these moral dilemmas have not been adequately addressed in the bioethics literature. This paper draws upon data from a qualitative empirical study to investigate parents' use of the moral ideal of authenticity as part of their narrative justifications for dosing decisions and actions. I show that therapeutic decisions and actions are embedded in valued cultural ideals about masculinity, self-actualization and (...)
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  19.  29
    ADHD, Comorbidity, Synaptic Gates and Re-Entrant Circuits.Florence Levy - 2005 - Behavioral and Brain Sciences 28 (3):434-435.
    The “dynamic developmental” theory of attention-deficit/hyperactivity disorder (ADHD) has come full circle from Wender's (1971) reinforcement hypothesis. By specifying the principle of time constraints on reinforcement and extinction, the present theory allows for empirical validation. However, the theory implies, but does not discuss, implications for the neurophysiology of comorbidity in ADHD. The authors' attribution of comorbid oppositional behavior to parental and societal reinforcement leaves out biological factors.
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  20.  20
    Treatment of ADHD with Methylphenidate May Sensitize Brain Substrates of Desire: Implications for Changes in Drug Abuse Potential From an Animal Model.J. Panksepp, J. Burgdorf, N. Gordon & C. Turner - 2002 - Consciousness and Emotion 3 (1):7-19.
    Aims. Currently, methylphenidate (MPH, trade name Ritalin) is the most widely prescribed medication for attention deficit/hyperactivity disorder (ADHD). We examined the ability of repeated MPH administration to produce a sensitized appetitive eagerness type response in laboratory rats, as indexed by 50-kHz ultrasonic vocalizations (50-kHz USVs). We also examined the ability of MPH to reduce play behavior in rats which may be partially implicated in the clinical efficacy of MPH in ADHD. Design. 56 adolescent rats received injections of either (...)
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  21.  58
    A Dynamic Developmental Theory of Attention-Deficit/Hyperactivity Disorder (ADHD) Predominantly Hyperactive/Impulsive and Combined Subtypes.Terje Sagvolden, Espen Borgå Johansen, Heidi Aase & Vivienne Ann Russell - 2005 - Behavioral and Brain Sciences 28 (3):397-419.
    Attention-deficit/hyperactivity disorder (ADHD) is currently defined as a cognitive/behavioral developmental disorder where all clinical criteria are behavioral. Inattentiveness, overactivity, and impulsiveness are presently regarded as the main clinical symptoms. The dynamic developmental behavioral theory is based on the hypothesis that altered dopaminergic function plays a pivotal role by failing to modulate nondopaminergic (primarily glutamate and GABA) signal transmission appropriately. A hypofunctioning mesolimbic dopamine branch produces altered reinforcement of behavior and deficient extinction of previously reinforced behavior. This gives rise to (...)
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  22.  4
    ADHD a problem dysleksji u dzieci w wieku szkolnym.Elżbieta Januszewska & Izabella Januszewska - 2017 - Rocznik Filozoficzny Ignatianum 22 (2):52-74.
    Relative to their peers, learning difficulties are more often observable among children with attention deficit hyperactivity disorder – something which may often cause a discrepancy between the “estimated” intelligence of the child and the results that they achieve at school. There are reasons to think that ADHD may be co-occurring with other learning disorders, including specific difficulties with reading and writing typical of developmental dyslexia: this would be the case for 15 to 30 percent of people with ADHD. (...)
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  23. Adhd as a Learned Behavioral Pattern: A Less Medicinal More Self-Reliant/Collaborative Intervention.Craig Wiener - 2007 - Upa.
    Traditional treatments of Attention Deficit Hyperactivity Disorder have been designed to contain a neurobiological delay that renders individuals less capable of resisting shortsighted behaviors. This work critiques that analysis of ADHD, and proposes an alternative strategy to reduce the incidence of ADHD responses.
     
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  24. Understanding ADHD.S. Dunn & J. Sharman - 1998 - In Daniel N. Robinson (ed.), The Mind. Oxford University Press. pp. 1--16.
     
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  25.  84
    Spatial Awareness, Alertness, and ADHD: The Re-Emergence of Unilateral Neglect with Time-on-Task.Melanie A. George, Veronika B. Dobler, Elaine Nicholls & Tom Manly - 2005 - Brain and Cognition 57 (3):264-275.
  26.  16
    Transcultural ADHD and Bioethics: Reformulating a Doubly Dichotomized Debate.Neil Pickering & Jing-Bao Nie - 2016 - Kennedy Institute of Ethics Journal 26 (3):249-275.
    This paper aims to explore some key methodological issues in comparative and cross-cultural bioethics, through a discussion of a particular example: childhood and adolescent Attention Deficit Hyperactivity Disorder.1 At its heart, this paper makes an argument for a transcultural approach to bioethics. The argument starts with the examination of a conceptually mistaken and empirically unsustainable belief that culture is inevitably a force for difference. This “difference presumption” appears in various guises, for example in the belief that West and East have (...)
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  27.  39
    Enhancing Autonomy by Reducing Impulsivity: The Case of ADHD.Jonathan Pugh - 2014 - Neuroethics 7 (3):373-375.
    In a recent article in this journal, Schaefer et al. argue that it might be possible to enhance autonomy through the use of cognitive enhancements. In this article, I highlight an example that Schaefer et al. do not acknowledge of a way in which we already seem to be using pharmacological agents in a manner that can be understood as enhancing an agent’s autonomy. To make this argument, I begin by following other theorists in the philosophical literature in claiming that (...)
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  28.  87
    Embedding Values: How Science and Society Jointly Valence a Concept—the Case of ADHD.Susan Hawthorne - 2010 - Studies in History and Philosophy of Science Part C: Studies in History and Philosophy of Biological and Biomedical Sciences 41 (1):21-31.
    Many successful sciences both serve and shape human ends. Conversely, the societies in which these sciences are practiced support the research and provide interpretive context. These mutual influences may result in a positive feedback loop that reinforces constitutive and contextual values, embedding them in scientific concepts: the ADHD concept is a case in point. In an ongoing process, social considerations fuel investigational choices and contexts for evaluating data. Scientific study forwards the feedback loop through the influence of investigative trends, (...)
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  29. Large-Scale Brain Systems in ADHD: Beyond the Prefrontal–Striatal Model.F. Xavier Castellanos & Erika Proal - 2012 - Trends in Cognitive Sciences 16 (1):17-26.
  30.  14
    ADHD Theories Still Need to Take More on Board: Serotonin and Pre-Executive Variability.Robert D. Oades & Hanna Christiansen - 2005 - Behavioral and Brain Sciences 28 (3):438-438.
    Correcting the relationship between tonic and burst firing modes in dopamine neurons may help normalise stimulus-reinforcement gradients and contingent behaviour in attention-deficit/hyperactivity disorder (ADHD) children. But appropriate evaluations of stimuli for developing adaptive plans and controlling impulsivity will not occur without moderating the gain-like functions of serotonin. The “dynamic theory” correctly highlights the need to account for variability in ADHD. The dysmaturation of pre-executive information processing is proposed as an explanation. At the core of the article by Sagvolden (...)
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  31.  27
    Understanding ADHD: Attention Deficit Hyperactivity Disorder and the Feeling Brain. By S. K. Woods & W. H. Ploof. Pp. 208. (Sage, Thousand Oaks, California, 1997.) £35.00, Hardback; £15.50, Paperback, ISBN 0-8039-7423-X. [REVIEW]David A. Hay - 1999 - Journal of Biosocial Science 31 (3):425-432.
  32.  12
    Medium-Range Narratives as a Complementary Tool to Principle-Based Prioritization in Sweden: Test Case “ADHD”.Pier Jaarsma & Petra Gelhaus - 2019 - Journal of Bioethical Inquiry 16 (1):113-125.
    In this paper, for the benefit of reflection processes in clinical and in local, regional, and national priority-setting, we aim to develop an ethical theoretical framework that includes both ethical principles and medium-range narratives. We present our suggestion in the particular case of having to choose between treatment interventions for attention deficit hyperactivity disorder and treatment interventions for other conditions or diseases, under circumstances of scarcity. In order to arrive at our model, we compare two distinct ethical approaches: a generalist (...)
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  33.  24
    Are Treatment Effects of Neurofeedback Training in Children with ADHD Related to the Successful Regulation of Brain Activity? A Review on the Learning of Regulation of Brain Activity and a Contribution to the Discussion on Specificity.Agnieszka Zuberer, Daniel Brandeis & Renate Drechsler - 2015 - Frontiers in Human Neuroscience 9.
  34.  13
    ADHD, Lifestyles and Comorbidities: A Call for an Holistic Perspective – From Medical to Societal Intervening Factors.Simon Weissenberger, Radek Ptacek, Martina Klicperova-Baker, Andreja Erman, Katerina Schonova, Jiri Raboch & Michal Goetz - 2017 - Frontiers in Psychology 8.
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  35.  1
    ADHD Symptoms in Adults and Time Perspectives – Findings From a Czech National Sample.Simon Weissenberger, Filip Děchtěrenko, Martina Klicperova-Baker, Martina Vňuková, Phillip Zimbardo, Jiří Raboch, Martin Anders, Ellen Braaten & Radek Ptáček - 2020 - Frontiers in Psychology 11.
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  36.  8
    What Does Distractibility in ADHD Reveal About Mechanisms for Top-Down Attentional Control?Leslie G. Ungerleider Stacia R. Friedman-Hill, Meryl R. Wagman, Saskia E. Gex, Daniel S. Pine, Ellen Leibenluft - 2010 - Cognition 115 (1):93.
  37.  66
    The Dynamics of the Treatment-Enhancement Distinction: ADHD as a Case Study.Maartje Schermer - 2007 - Philosophica 79:25-37.
    A central issue in the ethical debate on psychopharmacological enhancers concerns the distinction between therapy and enhancement. Although from a theoretical point of view it is difficult to make a clear-cut distinction between treatment on the one hand, and enhancement on the other, in medical practice and policy debates the counter-positioning of therapy to enhancement is clearly at work. Especially pharmaceutical companies have an interest in occupying the "grey" area between normal and abnormal, treatment and enhancement. This article discusses the (...)
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  38.  22
    Genetics on the Neurodiversity Spectrum: Genetic, Phenotypic and Endophenotypic Continua in Autism and ADHD.Polaris Koi - 2021 - Studies in History and Philosophy of Science Part A 89 (October 2021):52–62.
    How we ought to diagnose, categorise and respond to spectrum disabilities such as autism and Attention Deficit/Hyperactivity Disorder (ADHD) is a topic of lively debate. The heterogeneity associated with ADHD and autism is described as falling on various continua of behavioural, neural, and genetic difference. These continua are varyingly described either as extending into the general population, or as being continua within a given disorder demarcation. Moreover, the interrelationships of these continua are likewise often vague and subject to (...)
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  39.  59
    Attention-Deficit/Hyperactivity Disorder (ADHD): Delay-of-Reinforcement Gradients and Other Behavioral Mechanisms.A. Charles Catania - 2005 - Behavioral and Brain Sciences 28 (3):419-424.
    Sagvolden, Johansen, Aase, and Russell (Sagvolden et al.) examine attention-deficit/hyperactivity disorder (ADHD) at levels of analysis ranging from neurotransmitters to behavior. At the behavioral level they attribute aspects of ADHD to anomalies of delay-of-reinforcement gradients. With a normal gradient, responses followed after a long delay by a reinforcer may share in the effects of that reinforcer; with a diminished or steepened gradient they may fail to do so. Steepened gradients differentially select rapidly emitted responses (hyperactivity), and they limit (...)
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  40.  25
    Toward a Militant Pedagogy in the Name of Love: On Psychiatrization of Indifference, Neurobehaviorism and the Diagnosis of ADHD—A Philosophical Intervention.Mattias Nilsson Sjöberg - 2018 - Studies in Philosophy and Education 37 (4):329-346.
    psychiatric diagnoses such as attention deficit hyperactivity disorder is a rapidly growing and globally increasing phenomenon, not least in different educational contexts such as in family and in school. Children and youths labelled as ADHD are challenging normative claims in terms of nurturing and education, whereas those labelled as ADHD are considered a risk for society to handle. The dominant paradigm regarding ADHD is biomedical, where different levels of attention and activity-impulsivity are perceived as neurobiological dys/functions within (...)
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  41.  22
    Children with Low Working Memory and Children with ADHD: Same or Different?Joni Holmes, Kerry A. Hilton, Maurice Place, Tracy P. Alloway, Julian G. Elliott & Susan E. Gathercole - 2014 - Frontiers in Human Neuroscience 8.
  42.  28
    ADHD and the Neural Consequences of Play and Joy: A Framing Essay for the Following Empirical Paper.J. Panksepp - 2002 - Consciousness and Emotion 3 (1):1-6.
  43.  2
    Adhd.Eldon Taylor - 2005 - American Journal of Bioethics 5 (3):W17.
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  44.  29
    Attention Deficits Revealed by Passive Auditory Change Detection for Pure Tones and Lexical Tones in ADHD Children.Ming-Tao Yang, Chun-Hsien Hsu, Pei-Wen Yeh, Wang-Tso Lee, Jao-Shwann Liang, Wen-Mei Fu & Chia-Ying Lee - 2015 - Frontiers in Human Neuroscience 9.
  45.  22
    Born Which Way? ADHD, Situational Self-Control, and Responsibility.Polaris Koi - 2020 - Neuroethics 2020:1-14.
    Debates concerning whether Attention Deficit/Hyperactivity Disorder mitigates responsibility often involve recourse to its genetic and neurodevelopmental etiology. For such arguments, individuals with ADHD have diminished self-control, and hence do not fully satisfy the control condition for responsibility, when there is a genetic or neurodevelopmental etiology for this diminished capacity. In this article, I argue that the role of genetic and neurobiological explanations has been overstated in evaluations of responsibility. While ADHD has genetic and neurobiological causes, rather than embrace (...)
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  46.  14
    Social Networking Site Use While Driving: ADHD and the Mediating Roles of Stress, Self-Esteem and Craving.Ofir Turel & Antoine Bechara - 2016 - Frontiers in Psychology 7.
  47.  28
    Performance-Based Tests Versus Behavioral Ratings in the Assessment of Executive Functioning in Preschoolers: Associations with ADHD Symptoms and Reading Achievement.Ana Miranda, Carla Colomer, Jessica Mercader, M. Inmaculada Fernández & M. Jesús Presentación - 2015 - Frontiers in Psychology 6.
  48.  30
    Historical Reflections on the Ascendancy of ADHD in North America, C. 1980 - C. 2005.Paul Neufeld & Michael Foy - 2006 - British Journal of Educational Studies 54 (4):449 - 470.
    An ecological niche framework (Hacking, 1998) is utilised to examine the growth of ADHD in North America. The analysis suggests ADHD flourishes, at least in part, due to a complex and historically situated interaction of factors that created a niche within which a particular kind of explanation and treatment for the troubling behaviours of children can and does thrive.
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  49.  14
    EEG Spectral Analysis of Attention in ADHD: Implications for Neurofeedback Training?Hartmut Heinrich, Katrin Busch, Petra Studer, Karlheinz Erbe, Gunther H. Moll & Oliver Kratz - 2014 - Frontiers in Human Neuroscience 8.
  50.  25
    Differences in Perceived Mental Effort Required and Discomfort During a Working Memory Task Between Individuals At-Risk And Not At-Risk for ADHD.Chia-Fen Hsu, John D. Eastwood & Maggie E. Toplak - 2017 - Frontiers in Psychology 8.
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