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Article: Utility of the PASS theory and cognitive assessment system for Dutch children with and without ADHD.(attention-deficit/ hyperactivity disorder)
- Article from:
- Journal of Learning Disabilities
- Article date:
- September 1, 2005
- Author:
CopyrightCOPYRIGHT 2005 Pro-Ed. This material is published under license from the publisher through the Gale Group, Farmington Hills, Michigan. All inquiries regarding rights should be directed to the Gale Group. (Hide copyright information)
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The effects of attention-deficit/ hyperactivity disorder (ADHD) are substantial and well documented (Barkley, 1990), making the topic one of the most widely researched areas in child, adolescent, and (increasingly) adult psychology (Goldstein & Ellison, 2002). Mannuzza and Klein (1999) concluded that children with ADHD fare worse in a variety of domains at school (e.g., lower grades, more failures) and have difficulty with cognitive functions, self-control, and self-esteem. Problems arising from ADHD have led this disorder to be the largest single source of referrals in mental health, educational, and medical settings (Barkley, 1981; Garland et al., 2001). Barkley (1981, ...