Effects of Child Gender and Symptom Type on Referrals for ADHD by Elementary School Teachers

By M. Sciutto, Cara J. Nolfi, C. Bluhm. 2004

175 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/de3f83922b76acf0668159153c8928dcb8d604d9

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Froiland
2. F. Worrell
3. Mark L. Davison

In Developmental and Educational Psychology

1. J. Froiland
2. L. Ewe

In Psychiatry and Mental health

1. L. Ewe

Citations in the corpus

• Does knowledge about attention-deficit/hyperactivity disorder impact teachers' reported behaviors and perceptions? (2008, result): “These results are contrary to those found by Sciutto et al. (2004), who found no correlation between teachers’ knowledge and ratings of helpseeking.”
• Parental Autonomy Support and Student Learning Goals: A Preliminary Examination of an Intrinsic Motivation Intervention (2011, background): “children often get referrals from teachers or parents who perceive that a child is having more difficulty than the average child and a disproportionate amount of such children are boys (e.g., Sciutto et al. 2004 ).”
• The impact of teacher factors on achievement and behavioural outcomes of children with Attention Deficit/Hyperactivity Disorder (ADHD): a review of the literature (2008, background): “Sciutto, Nolfi and Bluhm ( 2004 ) also found that teachers are more likely to refer boys than girls for clinical diagnosis.”