Reaching “The Other Half”: Teacher Referral Increases Inclusivity in Intervention Research for Neurodivergent School-Age Children-Reference-Cited by-同舟云学术

Reaching “The Other Half”: Teacher Referral Increases Inclusivity in Intervention Research for Neurodivergent School-Age Children

Published:2024-01-25 Issue: Volume: Page:1-14
ISSN:1537-4416
Container-title:Journal of Clinical Child & Adolescent Psychology
language:en
Short-container-title:Journal of Clinical Child & Adolescent Psychology

Author:

Troxel Mary¹,Kraper Catherine²,Verbalis Alyssa²,Safer-Lichtenstein Jonathan¹,Seese Sydney²,Ratto Allison²,Myrick Yetta²,Armour A. Chelsea²,Pugliese Cara E.²,Strang John F.²,Ba Caroline²,Martucci Jillian²,Biel Matthew G.³,Jackson Vivian⁴,Hardy Kristina K.²⁴,Mandell David⁵,Goode Tawara D.⁴⁶,Anthony Bruno J.¹³⁴,Kenworthy Lauren²,Anthony Laura Gutermuth¹²⁶

Affiliation:

1. Department of Psychiatry, University of Colorado School of Medicine, and Pediatric Mental Health Institute, Children’s Hospital of Colorado

2. Center for Autism Spectrum Disorders, Children’s National Hospital

3. Department of Psychiatry, Georgetown University Medical Center

4. Center for Child and Human Development, Georgetown University

5. Center for Mental Health, Department of Psychiatry, University of Pennsylvania, School of Medicine

6. National Center for Cultural Competence, Department of Pediatrics, Georgetown University Medical Center

Funder

Patient-Centered Outcomes Research Institute

Publisher

Informa UK Limited

Link