Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial-Reference-Cited by-同舟云学术

Child neurocognitive functioning influences the effectiveness of specific techniques in behavioral teacher training for ADHD: Moderator analyses from a randomized controlled microtrial

Published:2021-10 Issue:3 Volume:1 Page:
ISSN:2692-9384
Container-title:JCPP Advances
language:en
Short-container-title:JCPP Advances

Author:

Staff Anouck I.¹^ORCID,Oosterlaan Jaap¹²,Oord Saskia³⁴^ORCID,Königs Marsh²,Hoofdakker Barbara J.⁵⁶,Luman Marjolein¹

Affiliation:

1. Department of Clinical‐, Neuro‐, and Developmental Psychology Vrije Universiteit Amsterdam Amsterdam The Netherlands

2. Emma Neuroscience Group Department of Pediatrics Amsterdam Reproduction & Development Emma Children's Hospital Amsterdam UMC University of Amsterdam Amsterdam The Netherlands

3. Faculty of Psychology and Educational Sciences KU Leuven Leuven Belgium

4. Department of Developmental Psychology University of Amsterdam Amsterdam The Netherlands

5. Department of Child and Adolescent Psychiatry University Medical Center Groningen University of Groningen Groningen The Netherlands

6. Department of Clinical Psychology and Experimental Psychopathology University of Groningen Groningen The Netherlands

Funder

ZonMw

Publisher

Wiley

Subject

General Medicine

Link

https://onlinelibrary.wiley.com/doi/pdf/10.1002/jcv2.12032