PsyArXiv
metadata only
The effects of non-pharmacological school-based interventions on educational outcomes in children and young people with attention-deficit/hyperactivity disorder: a meta-analysis
Children and young people (CYP) with attention deficit hyperactivity disorder (ADHD) often face inequalities when accessing learning opportunities. The evidence base is mixed on the effectiveness of school-based interventions for CYP with ADHD on academic progress gains, improved attendance, and enh
Conceptio Open Archive
Analyze & explore related research in Conceptio
Connect this record directly into your research workflow or AI agent. Explore citations across open repositories, query full text, and export structured proof bundles.
This document is indexed with metadata only: full text is not available in the archive for this record. Open the official source ↗
Related documents
- The effects of non-pharmacological school-based interventions on educational outcomes in children and young people with attention-deficit/hyperactivity disorder: a meta-analysis#1360294
- Executive Function Training for Children and Adolescents#1059329
- Assessing the feasibility and acceptability of a school-based non-pharmacological intervention for ADHD: the Flex toolkit.#420838
- Modeling and Testing Change in Mental Abilities in Childhood#994249
- Intervention effects of long-term exercise on executive function in children and adolescents with attention-deficit hyperactivity disorder: a three-level meta-analysis of randomised controlled trials.#340264
Record · ID 1360176
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Retrieved via Conceptio: every document is proof-bundled with source, license, and retrieval metadata.
Bring this data into your agent: Connect via MCP or API · 20 free credits to start · no card required
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive
Read the Docs → · View CLI source on GitHub · Conceptio Open Knowledge Archive