Cognitive Remediation Therapy for Undergraduates with ADHD
Cognitive Remediation Therapy for Undergraduates with ADHD
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患有多动症的本科生的认知矫正治疗
DOI：
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发表时间：
2002
期刊：
影响因子：
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通讯作者：
Marnie Wedlake
中科院分区：
文献类型：
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作者：
Marnie Wedlake
Gresham， F. M.（1999）。学校注意缺陷/多动障碍的评估与干预：来自MTA研究的经验教训。北美儿科临床，46,993-1009。Tellegen， A.（1985）。情绪和人格结构及其与焦虑评估的相关性，重点是自我报告。A. H. Tuma & J. Maser（主编），焦虑与焦虑障碍，第681-706页。Ward, m.f., Wender, p.h., & Reimherr, f.w.（1993）。温德犹他评定量表：对儿童注意缺陷多动障碍回顾性诊断的帮助。美国精神病学杂志，150,885-890。沃森，D，克拉克，L. A.和哈克尼斯，A. R.（1994）。人格结构及其与精神病理学的关系。变态心理杂志，2003,18 - 31。温德，p.h.（1985）。AQCC（成人问卷童年特征）量表。精神药理学通报，21,927-928。温德，p.h.（1995）。成人注意力缺陷多动障碍。纽约：牛津大学出版社。Wiggins, j.s.和Pincus， a.l.（1989）。人格障碍的概念和人格的维度。心理评估，1,305-316。沃尔夫，L. E.（2001）。患有多动症和其他隐性残疾的大学生：结果和干预措施。见Wasserstein， J., Wolf， L. E.，和LeFever， F. F.（主编）。，成人注意力缺陷障碍：大脑机制和生活结果，《纽约科学院年鉴》，第931卷（385-395页）。纽约：纽约科学院。祖克曼，M.和克罗宁格，C. R.（1996）。Cloninger， Zuckerman和Eysenck的人格维度之间的关系。人格与个体差异，21,283-285。
Gresham, F. M. (1999). Assessment and intervention for attention–deficit/hyperactivity disorder in the schools: Lessons from the MTA study. Pediatric Clinics of North American, 46, 993–1009. Tellegen, A. (1985). Structures of mood and personality and their relevance to assessing anxiety, with an emphasis on self–report. In A. H. Tuma & J. Maser (Eds.), Anxiety and the anxiety disorders, (pp. 681–706). Ward, M. F., Wender, P. H., & Reimherr, F. W. (1993). The Wender Utah Rating Scale: An aid in retrospective diagnosis of childhood attention deficit hyperactivity disorder. American Journal of Psychiatry, 150, 885–890. Watson, D., Clark, L. A., & Harkness, A. R. (1994). Structures of personality and their relevance to psychopathology. Journal of Abnormal Psychology, 103, 18–31. Wender, P. H. (1985). The AQCC (Adult Questionnaire Childhood Characteristics) scale. Psychopharmacology Bulletin, 21, 927–928. Wender, P. H. (1995). Attention–deficit hyperactivity disorder in adults. New York: Oxford University Press. Wiggins, J. S., & Pincus, A. L. (1989). Conceptions of personality disorders and dimensions of personality. Psychological Assessment, 1, 305–316. Wolf, L. E. (2001). College students with ADHD and other hidden disabilities: Outcomes and interventions. In Wasserstein, J., Wolf, L. E., & LeFever, F. F. (Eds)., Adult Attention Deficit Disorder: Brain Mechanisms and Life Outcomes, Annals of the New York Academy of Sciences, Vol. 931 (pp. 385–395). New York: The New York Academy of Sciences. Zuckerman, M., & Cloninger, C. R. (1996). Relationships between Cloninger’s, Zuckerman’s, and Eysenck’s dimensions of personality. Personality and Individual Differences, 21, 283–285.
影响因子：
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作者：
S. Mannuzza;R. Klein;Abrah Bessler;P. Malloy;Maria C Lapadula
通讯作者：
S. Mannuzza;R. Klein;Abrah Bessler;P. Malloy;Maria C Lapadula