A Comparison of Virtual Reality Classroom Continuous Performance Tests to Traditional Continuous Performance Tests in Delineating ADHD: a Meta-Analysis-Reference-Cited by-同舟云学术

A Comparison of Virtual Reality Classroom Continuous Performance Tests to Traditional Continuous Performance Tests in Delineating ADHD: a Meta-Analysis

Published:2019-06-03 Issue:3 Volume:29 Page:338-356
ISSN:1040-7308
Container-title:Neuropsychology Review
language:en
Short-container-title:Neuropsychol Rev

Author:

Parsons Thomas D.^ORCID,Duffield Tyler,Asbee Justin

Publisher

Springer Science and Business Media LLC

Subject

Neuropsychology and Physiological Psychology

Link

http://link.springer.com/content/pdf/10.1007/s11065-019-09407-6.pdf

Reference68 articles.

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2. Areces, D., Rodríguez, C., García, T., Cueli, M., & González-Castro, P. (2016). Efficacy of a continuous performance test based on virtual reality in the diagnosis of ADHD and its clinical presentations. Journal of Attention Disorders, 1–11. https://doi.org/10.1177/1087054716629711

3. Areces, D., Rodríguez, C., García, T., Cueli, M., & González-Castro, P. (2018a). Efficacy of a continuous performance test based on virtual reality in the diagnosis of ADHD and its clinical presentations. Journal of Attention Disorders, 22(11), 1081–1091.

4. Ballard, J. C. (2001). Assessing attention: Comparison of response-inhibition and traditional continuous performance tests. Journal of Clinical and Experimental Neuropsychology, 23(3), 331–350.

5. Barkley, R. A. (1991). The ecological validity of laboratory and analogue assessment methods of ADHD symptoms. Journal of Abnormal Child Psychology, 19(2), 149–178.

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