about
The importance of friendship for youth with attention-deficit/hyperactivity disorder.How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence.Closing the Racial Discipline Gap in Classrooms by Changing Teacher Practice.Wanting it Too Much: An Inverse Relation Between Social Motivation and Facial Emotion Recognition in Autism Spectrum Disorder.Explicit and Implicit Positive Illusory Bias in Children With ADHD.Implicit versus Explicit Rejection Self-Perceptions and Adolescents' Interpersonal Functioning.Focusing on teacher-student interactions eliminates the negative impact of students' disruptive behavior on teacher perceptions.Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention.EFFECTS OF A PROFESSIONAL DEVELOPMENT PROGRAM ON BEHAVIORAL ENGAGEMENT OF STUDENTS IN MIDDLE AND HIGH SCHOOL.A randomized trial of a classroom intervention to increase peers' social inclusion of children with attention-deficit/hyperactivity disorder.Social Networking Site Use Predicts Changes in Young Adults' Psychological AdjustmentParental attention-deficit/hyperactivity disorder predicts child and parent outcomes of parental friendship coaching treatmentThe alliance in a friendship coaching intervention for parents of children with ADHD.Qualities of Peer Relations on Social Networking Websites: Predictions from Negative Mother-Teen Interactions.An interaction-based approach to enhancing secondary school instruction and student achievementThe pivotal role of adolescent autonomy in secondary school classroomsEffects of a Teacher Professional Development Intervention on Peer Relationships in Secondary ClassroomsGender and conduct problems predict peer functioning among children with attention-deficit/hyperactivity disorder.Parental influence on children with attention-deficit/hyperactivity disorder: II. Results of a pilot intervention training parents as friendship coaches for children.Parental influence on children with attention-deficit/hyperactivity disorder: I. Relationships between parent behaviors and child peer statusResilient adolescent adjustment among girls: buffers of childhood peer rejection and attention-deficit/hyperactivity disorder.Eating pathology among adolescent girls with attention-deficit/hyperactivity disorder.Adolescent peer relationships and behavior problems predict young adults' communication on social networking websites.Social skills differences among attention-deficit/hyperactivity disorder types in a chat room assessment task.Sibling relationships among children with ADHD.Rebound effects with long-acting amphetamine or methylphenidate stimulant medication preparations among adolescent male drivers with attention-deficit/hyperactivity disorder.Effect of long-acting OROS methylphenidate on routine driving in young adults with attention-deficit/hyperactivity disorder.Bulimia nervosa symptoms in the multimodal treatment study of children with ADHD.Sex differences in effectiveness of extended-release stimulant medication among adolescents with attention-deficit/hyperactivity disorder.Positive illusory bias and response to behavioral treatment among children with attention-deficit/hyperactivity disorder.Influence of anxiety on the social functioning of children with and without ADHD.Socio-dramatic affective-relational intervention for adolescents with asperger syndrome & high functioning autism: pilot study.The role of maternal and child ADHD symptoms in shaping interpersonal relationships.The moderating role of verbal aggression on the relationship between parental feedback and peer status among children with ADHD.Long-acting methylphenidate reduces collision rates of young adult drivers with attention-deficit/hyperactivity disorder.Teacher practices as predictors of children's classroom social preference.Understanding parent-child social informant discrepancy in youth with high functioning autism spectrum disorders.The influence of parent behaviors on positive illusory bias in children with ADHD.Quantifying the relationship between perceived consequences of ADHD medication and its usage.Relationships between Social Information Processing and Aggression among Adolescent Girls with and without ADHD.
P50
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P50
description
onderzoeker
@nl
researcher
@en
հետազոտող
@hy
name
Amori Yee Mikami
@ast
Amori Yee Mikami
@en
Amori Yee Mikami
@es
Amori Yee Mikami
@nl
type
label
Amori Yee Mikami
@ast
Amori Yee Mikami
@en
Amori Yee Mikami
@es
Amori Yee Mikami
@nl
prefLabel
Amori Yee Mikami
@ast
Amori Yee Mikami
@en
Amori Yee Mikami
@es
Amori Yee Mikami
@nl
P106
P31
P496
0000-0001-5821-0674