Article citationsMore>>

Newcorn, J.H., Halperin, J.M., Jensen, P.S., Abikoff, H.B., Arnold, L.E., Cantwell, D.P., Conners, C.K., Elliott, G.R., Epstein, J.N., Greenhill, L.L., Hechtman, L., Hinshaw, S.P., Hoza, B., Kraemer, H.C., Helhar, W.E., Severe, J.B., Swanson, J.M., Wells, K.C., Wigal, T. and Vitiello, B. (2001) Symptom Profiles in Children with ADHD: Comorbidity and Gender. Journal of the American Academy of Child and Adolescent Psychiatry, 40, 137-146. https://psycnet.apa.org/record/2001-14386-001
https://doi.org/10.1097/00004583-200102000-00008

has been cited by the following article:

• TITLE: Evaluation of the Three-Factor Model in the Case of the Effectiveness of the Institution of Parallel Support in the Socialization of Students with ADHD

  AUTHORS: Evaggelia Nikiforou

  KEYWORDS: Special Education, Parallel Support, Integration Policies, ADHD, Disorder

  JOURNAL NAME: Open Access Library Journal, Vol.9 No.11, November 15, 2022

  ABSTRACT: The ultimate goal of this work is to investigate the opinions of general and special education teachers regarding the effectiveness of the institution of parallel support as a parameter to promote the social integration of students with Attention Deficit Hyperactivity Disorder. In more detail, the views of the teachers were studied at the level of planning, implementation as well as the results of the application of techniques and activities that promote the socialization of children with ADHD in the general school, while it is also examined whether there is an effect of their demographic characteristics on their views and actions in the above sectors. In addition, it was investigated whether the teacher of the parallel support is in a cooperative relationship with the teacher of the class, with other specialties and with the parents, for the planning of techniques and activities that promote socialization. At the same time, a key research question examined is whether the factor analysis (EFA & CFA) confirms the three-factor model in the case of the effectiveness of the institution of parallel support in the socialization of students with ADHD. Specifically, in this research, the method followed for its implementation is the quantitative one by administering a questionnaire to 137 teachers (72 general education and 65 special education). Regarding the results, it is concluded that the majority of teachers converge to have a positive orientation to promote socialization through the institution of parallel support in all scales of the questionnaire (design, implementation and effectiveness of techniques and activities). Finally, it is worth pointing out that all the research questions raised in this particular research work were answered.