Open access peer-reviewed Edited Volume

Updates on ADHD - New Approaches to Assessment and Intervention

Celestino Rodríguez Pérez

University of Oviedo

Celestino Rodríguez has participated in numerous national and international conferences (USA, Switzerland, Holland, Italy, Portugal, etc.) and contributed to the advances in contemporary psychology research trends on many levels focusing on ADHD, learning disabilities, SRL, learning strategies, and gifted children. He has collaborated with researchers from the countries such as England, Germany, the Netherlands, and the United States of America.

Co-editor:

Debora Areces

University of Oviedo

Dr. Débora Areces is the author of several scientific articles and book chapters (Spanish and English). In her research work, she focuses on innovative perspectives and new theoretical models in interpreting ADHD.

Covering

Differential Diagnosis Assessment Tools Ecological Validity Assessment Protocols Intervention Design Response to Intervention Intervention Protocols New Technologies Models – ADHD Theories – ADHD Perspectives on ADHD Approaches to ADHD

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About the book

Attention Deficit and Hyperactive Disorder (ADHD) is a common neurobehavioral disorder in childhood with high global prevalence rates ranging from 5.3 to 7.2%, with an average of around 5%. This disorder is characterized by three groups of symptoms: inattention, impulsivity, and hyperactivity. Furthermore, their combination gives rise to three types of presentation of ADHD: inattentive presentation, hyperactive and impulsive presentation, and combined presentation. In this way, depending on the kind of presentation, more accurate recommendations will be made. In this sense, considering the high prevalence rates and their symptomatologic complexity, it is necessary to advance in the evaluation process (from an innovative perspective) as well as in the design of interventions adjusted to the needs of patients. For all these reasons, this book will include works that aim to advance the evaluation and intervention of ADHD to achieve a better prognosis.

Publishing process

Book initiated and editor appointed

Date completed: February 1st 2022

Applications to edit the book are assessed and a suitable editor is selected, at which point the process begins.

Chapter proposals submitted and reviewed

Deadline Extended: Open for Submissions

Potential authors submit chapter proposals ready for review by the academic editor and our publishing review team.

Approved chapters written in full and submitted

Deadline for full chapters: July 4th 2022

Once approved by the academic editor and publishing review team, chapters are written and submitted according to pre-agreed parameters

Full chapters peer reviewed

Review results due: September 22nd 2022

Full chapter manuscripts are screened for plagiarism and undergo a Main Editor Peer Review. Results are sent to authors within 30 days of submission, with suggestions for rounds of revisions.

Book compiled, published and promoted

Expected publication date: November 21st 2022

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About the editor

Celestino Rodríguez Pérez

University of Oviedo

Celestino Rodríguez, PhD in Psychology and Education (Oviedo, Spain), is an Associate Professor in the Department of Psychology and Vice-dean at Faculty of Teaching Training and Education (University of Oviedo) Spain. His main research areas include learning disabilities and ADHD, learning assessment, academic achievement, learning strategies, gifted children, SRL (Self-regulated learning), ICTs, higher education, CBLEs (Computer Based Learning Environments), metacognition, dynamic hypermedia learning environments and more. He is an author of more than 110 papers in peer-review international journals, around 30 chapters and collaboration in Education, Psychology and Higher Education books and handbooks. Celestino Rodríguez has made several national and international conferences with more than 150 participants in the International Congress (USA, Switzerland, Holland, Italy, Portugal, etc.). Through numerous research, projects, and research stays, he has collaborated with researchers from different countries, such as England, Germany, the Netherlands, and the United States of America. He is also an Editor of various Journals and a member of the International Association of Research in Learning Disabilities (IARLD).

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Book chapters authored 2

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