References
[1]. American Psychiatric Association (2013). Diagnostic
and statistical manual of mental disorders. (5th ed.).
Arlington, VA: American Psychiatric Publishing.
[2]. Barkley, R. A. (2006). Attention deficit hyperactivity
disorder: A handbook for diagnosis and treatment (3rd
ed.). New York: Guildford Press.
[3]. Barry, T. D., Lyman, R. D., & Klinger, L. G. (2002).
Academic under achievement and attention -
deficit/hyperactivity disorder: The negative impact of
symptom severity on school performance. Journal of
School Psychology, 40 (3), 259-283. doi:10.1016/S0022-
4405(02)00100-0
[4]. Breuer, D., Gortz-Dorten, A., Rothenberger, A, &
Dopfner, M. (2011). Assessment of daily profiles of ADHD
and ODD symptoms, and symptomatology related to
ADHD medication, by parent and teacher ratings.
European Child and Adolescent Psychiatry, 20 (2), S289-
S296. doi:10.1007/s00787-011-0206-0
[5]. Center for Disease Control (CDC). (2010). Increasing
prevalence of parent - reported attention -
deficit/hyperactivity disorder among children: United
States, 2003 and 2007. Morbidity and Mortality Weekly
Report, 59 (44), 1439-1443.
[6]. Cornell-Swanson, L. V., Frankenberger, W., Ley, K., &
Bowman, K. (2007). Psychiatric diagnosis and
concomitant medical treatment for 1st and 2nd grade
children. International Journal of Special Education,
22(2), 46-55.
[7]. Daley, D., & Birchwood, J. (2010). ADHD and
academic performance: Why does ADHD impact on
academic performance and what can be done to
support ADHD children in the classroom? Child: Care,
Health and Development, 36 (4), 455-464. doi:
10.1111/j.1365-2214.2009.01046.x
[8]. Davino, D., Lehr, A., Leighton, M., Miskar, K., &
Chambliss, C., A. (1995). Relationship between teacher's
anti-stimulant attitudes and their experience with ADHD
students. Retrieved form ERIC database. (ED380717)
[9]. Fraizer, T. W., Youngstorm, E. A., Glutting, J. J., &
Watkins, M. W. (2007). AHDH and achievement: Metaanalysis
of the child, adolescent, and adult literatures and
a concomitant study with college students. Journal of
Learning Disabilities, 40, 49-65.
[10]. Garcia, M. J. (2009). Teacher knowledge of
Attention Deficit-Hyperactivity Disorder (ADHD) and
effective classroom interventions (Master's thesis).
Retrieved from ProQuest Dissertations and Theses
Database. (UMI Number 1466207).
[11]. Kasten, E. F., Coury, D. L., & Heron, T. E. (1992).
Educators' knowledge and attitudes regarding stimulants
in the treatment of attention deficit hyperactivity disorder.
Developmental and Behavioral Pediatric, 13, 215-219.
[12]. Loe, I. M., & Feldman, H. M. (2007). Academic and
educational outcomes of children with ADHD. Journal of
Pediatric Psychology, 32, 643-654.
[13]. Morisoli, K., & McLaughlin, T. F. (2004). Medication
and school interventions for elementary students with
attention deficit hyperactivity disorder. International
Journal of Special Education, 19(1), 97-106.
[14]. Ryan, J. B., & Katsiyannis, A. (2009). The importance
of teacher involvement in medication therapy. Teaching
Exceptional Children Plus, 6(2). Retrieved from
http://escholarship.bc.edu/education/tecplus/vol6/iss2/a
rt3
[15]. Small, S. (2003). Attention-deficit/hyperactivity
disorder: General education elementary school teacher's
knowledge, training, and ratings of acceptability of
interventions (Education Specialist's thesis). Retrieved
from http://scholarcommons.usf.edu/etd/1479
[16]. Sciutto, M. J., Terjesen, M. D., & Frank, A. S. B. (2000).
Teacher's knowledge and misperceptions of attentiondeficit/
hyperactivity disorder. Psychology in the Schools,
37, 115-22.
[17]. Snider, V. E., Busch, T., & Arrowood, L (2003). Teacher
knowledge of stimulant medication and ADHD. Remedial and Special Education, 24 (1), 46-56.
[18]. Wegrzyn, S. C., Hearrington, D., Martin, T., &
Randolph, A. B. (2012). Brain games as a potential nonpharmaceutical
alternative for the treatment of ADHD.
Journal of Research on Technology in Education, 45(2),
107-130.
[19]. West, J. W., Taylor, M., Houghton, S., & Hudyma, S.
(2005). A comparison of teachers' and parents'
knowledge and beliefs about attention-deficit/
hyperactivity disorder (ADHD). School Psychology
International, 26 (2), 192-208 doi:10.1177/014303430
5052913.
