Features of Teachingand Adaptation of Hyperactive Children at School

2017

Closed access Metadata (CSL-JSON)
DOI 10.12737/article_59d7846de66f93.46488720
Data confidence 70 medium
How this score is calculated

It is built from checkable properties of the record itself: whether the article has a DOI, how many independent sources confirmed its data, whether the required fields are filled in, and how recent the latest confirmation is. Disagreement between sources and a missing identifier lower it. A value of 80 or above means the record was published without further checking; 60 to 79 means it is published at reduced confidence, with a manual check advisable. A record verified by an editor by hand is never pushed below 90 by a recalculation. This scores our data about the article, not the article itself.

Abstract

Nowadays a number of children with attention deficit hyperactivity disorder (ADHD), starting school is increasing. The reasons may be following: unfavourable external factors, internal psychological characteristics, the result of parents’ neglect, etc. This article is devoted to the teaching features of the hyperactive children at schooland their adaptation to educational activities.