Diagnosis, Treatment, and Educational Implications for Students with Attention-Deficit/Hyperactivity Disorder in the United States, Australia, and the United Kingdom

Autor/in	Schlachter, Sarah
Titel	Diagnosis, Treatment, and Educational Implications for Students with Attention-Deficit/Hyperactivity Disorder in the United States, Australia, and the United Kingdom
Quelle	In: Peabody Journal of Education, 83 (2008) 1, S.154-169 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0161-956X
Schlagwörter	Hyperactivity; Attention Deficit Disorders; Identification; Foreign Countries; Clinical Diagnosis; Etiology; Cross Cultural Studies; Incidence; Social Influences; Brain; Drug Therapy; Classroom Techniques; Behavior Modification; Student Behavior; Australia; United Kingdom; United States + Suchen Sie Ihr Suchwort? Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Identifikation; Identifizierung; Ausland; Ätiologie; Cultural comparison; Kulturvergleich; Vorkommen; Sozialer Einfluss; Gehirn; Klassenführung; Behaviour modification; Verhaltensänderung; Student behaviour; Schülerverhalten; Australien; Großbritannien; USA
Abstract	For many years there has been debate over Attention-Deficit/Hyperactivity Disorder (ADHD) and whether this condition, which commonly afflicts adolescent children, is a medical or social condition and whether it is exclusively an American phenomenon. This article reviews the basis of ADHD's definition, diagnosis, treatment, and educational implications across three countries: the United States, Australia, and the United Kingdom. The differences in approach have clear and significant consequences for children and their futures. (Author).
Anmerkungen	Lawrence Erlbaum. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals/default.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10