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dc.contributor.authorGarcia-Castellar, Rosa
dc.contributor.authorJara Jiménez, Pilar
dc.contributor.authorSánchez, D.
dc.date.accessioned2012-09-11T06:36:28Z
dc.date.available2012-09-11T06:36:28Z
dc.date.issued2011
dc.identifier.citationProcedia - Social and Behavioral Sciences (2011) vol. 29, p. 544-551
dc.identifier.issn1877-0428
dc.identifier.urihttp://hdl.handle.net/10234/46563
dc.description.abstractThe aim of this study is, on the one hand, to analyze the perception and relationship of families of 21 children with ADHD and 28 without ADHD (8 to 12 years) with professional services and educators. One the other hand, it examines the teachers’ perceptions of the social competence of children with ADHD. The results show significant differences in the assessment and satisfaction of families of children with ADHD vs. Non-ADHD in relation to professional educators. The results of the second test show that teachers perceive significant differences in social skills among children with ADHD and children without ADHD.ca_CA
dc.format.extent8 p.ca_CA
dc.format.mimetypeapplication/pdfca_CA
dc.languageengca_CA
dc.language.isocatca_CA
dc.publisherElsevierca_CA
dc.rights© 2011 Elsevier Inc. All rights reservedca_CA
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/*
dc.subjectAttention deficit hyperactivity disorder (ADHD)ca_CA
dc.subjectFamily perceptionca_CA
dc.subjectSocial skillsca_CA
dc.subjectProsocial behaviorca_CA
dc.subjectPeer problemsca_CA
dc.titleSchool context: Family satisfaction and social competence of children with attention deficit hyperactivity disorder "ADHD"ca_CA
dc.typeinfo:eu-repo/semantics/articleca_CA
dc.identifier.doihttp://dx.doi.org/10.1016/j.sbspro.2011.11.274
dc.rights.accessRightsinfo:eu-repo/semantics/restrictedAccessca_CA
dc.relation.publisherVersionhttp://www.sciencedirect.com/science/article/pii/S1877042811027352ca_CA
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_CA


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