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The Flip Book below is from The U.S. Department of Education, Office of Special Education
- U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, Washington, D.C., 20202. p 1-19
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Table of Contents
African-American children often are reported by parents and teachers to display behaviors of ADHD at a higher rate than children from other racial and ethnic groups. For the first time, researchers have found that African-American mothers in a study rated boys as displaying more frequent ADHD symptoms than Caucasian mothers did, regardless of child race.
Children who enter elementary school younger than their peers are more likely to be diagnosed with ADHD. Children born in August in states with a Sept. 1 cutoff birth date for school enrollment have a 30 percent higher risk for ADHD diagnosis than peers born in September, which may reflect over-diagnosis.
An international collaboration has for the first time identified genetic variants which increase the risk of ADHD. The new findings provide a completely new insight into the biology behind ADHD.
An international study, focused on the analysis of the genome of more than 50,000 people worldwide, has identified twelve specific fragments of DNA related to the vulnerability of the attention deficit hyperactivity disorder (ADHD).
New research gives the clearest guidance yet on how schools can best support children with ADHD to improve symptoms and maximize their academic outcomes.
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