Please use this identifier to cite or link to this item: http://repo.tma.uz/xmlui/handle/1/1847
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dc.contributor.authorOmonova Maktuba Muqumjon qizi., Melibayeva Ruzaxon Nasirovna-
dc.date.accessioned2025-06-21T08:50:15Z-
dc.date.available2025-06-21T08:50:15Z-
dc.date.issued2024-
dc.identifier.issn2750-3402-
dc.identifier.urihttp://repo.tma.uz/xmlui/handle/1/1847-
dc.description.abstractDespite the vast literature supporting the efficacy of stimulant medication in the treatment of attention-deficit/hyperactivity disorder (ADHD), several limitations of pharmacological treatments highlight the clear need for effective psychosocial treatments to be identified. A large evidence base exists for behavioral interventions, including parent training and school interventions, which has resulted in their classification as “empirically validated treatments.” Additionally, social skills training with generalization components, intensive summer treatment programs, and educational interventions appear promising in the treatment of ADHD. Given the chronic impairment children with ADHD experience across multiple domains of functioning, multimodal treatments are typically necessary to normalize the behavior of these children. The state of the ADHD treatment literature is reviewed, important gaps are identified (e.g., treatment for adolescents), and directions for future research are outlined within a developmental psychopathology frameworken_US
dc.language.isoen_USen_US
dc.publisherINTERNATIONAL BULLETIN OF APPLIED SCIENCE AND TECHNOLOGYen_US
dc.subjectADHD, behavior of these children, empirically validated treatmentsen_US
dc.titlePSYCHOLOGY OF CHILDREN WITH ATTENTION DEFICIT HYPERACTIVITY DISORDERen_US
dc.typeArticleen_US
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