[1] Sonuga-barge, E. J. (2002) . Psychological heterogeneity in AD/HD a dual pathway model of behaviour AND cognition. Behavioural Brain Research
[2] American Psychiatric Association (2013) Diagnostic and statistical manual of mental disorders (DSM-5®). American Psychiatric Pub
[3] Danckaerts M, Sonuga-Barke EJ, Banaschewski T, Buitelaar J, Döpfner M, Hollis C, Taylor E (2010) The quality of life of children with attention-deficit/hyperactivity disorder: a systematic review. Eur Child Adolesc Psychiatry 19(2):83–105
[4] 64. Wu SY, Gau SSF (2013) Correlates for academic performance and school functioning among youths with and without persistent attention-deficit/hyperactivity disorder. Res Dev Disabil 34(1):505–515
[5] Luman M, Oosterlaan J, Sergeant JA (2005) The impact of reinforcement contingencies on AD/HD: a review and theoretical appraisal. Clin Psychol Rev 25(2):183–213
[6] Morsink S, Sonuga-Barke E, Van der Oord S, Van Dessel J, Lemiere J, Danckaerts M (2021). Task‐related motivation and academic achievement in children and adolescents with ADHD. European Child & Adolescent Psychiatry 30:131–141
[7] ibid
[8] What is ‘Scaffolding’ in Teaching?: A Simple Explanation. https://www.exceptionallives.org/blog/scaffolding-in-teaching-a-simple-explanation
[9] Wood, D., & Middleton, D. (1975). A study of assisted problem-solving. British Journal of Psychology, 66(2), 181−191.