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Context and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methods

dc.contributor.authorMoore, D
dc.contributor.authorRussell, A
dc.contributor.authorMatthews, J
dc.contributor.authorFord, T
dc.contributor.authorRogers, M
dc.contributor.authorUkoumunne, OC
dc.contributor.authorKneale, D
dc.contributor.authorThompson Coon, J
dc.contributor.authorSutcliffe, K
dc.contributor.authorNunns, M
dc.contributor.authorShaw, L
dc.contributor.authorGwernan-Jones, R
dc.date.accessioned2018-09-17T09:04:01Z
dc.date.issued2018-10-18
dc.identifier.citationPublished online 18 October 2018.en_GB
dc.identifier.doi10.1002/rev3.3154
dc.identifier.urihttp://hdl.handle.net/10871/33998
dc.language.isoenen_GB
dc.publisherWiley / British Educational Research Association (BERA)en_GB
dc.rights.embargoreasonUnder embargo until 18 April 2020 in compliance with publisher policy.en_GB
dc.rights© 2018 British Educational Research Association.
dc.titleContext and Implications Document for: School-based interventions for attention-deficit/hyperactivity disorder: a systematic review with multiple synthesis methodsen_GB
dc.typeArticleen_GB
dc.descriptionThis is the author accepted manuscript. The final version is available from Wiley via the DOI in this record.en_GB
dc.identifier.journalReview of Educationen_GB


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