Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research

MLA

Harrison, Judith R., et al. “Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research.” Review of Educational Research, vol. 89, no. 4, Aug. 2019, pp. 569–611. EBSCOhost, https://doi.org/10.3102/0034654319857038.

APA

Harrison, J. R., Soares, D. A., Rudzinski, S., & Johnson, R. (2019). Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research. Review of Educational Research, 89(4), 569–611. https://doi.org/10.3102/0034654319857038

Chicago

Harrison, Judith R., Denise A. Soares, Stephen Rudzinski, and Rachel Johnson. 2019. “Attention Deficit Hyperactivity Disorders and Classroom-Based Interventions: Evidence-Based Status, Effectiveness, and Moderators of Effects in Single-Case Design Research.” Review of Educational Research 89 (4): 569–611. doi:10.3102/0034654319857038.