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OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!

If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.

Requested Article:

Examining Teachers' Understanding of Attention Deficit Hyperactivity Disorder
Federico Guerra, Ashwini Tiwari, Ajay Das, et al.
Journal of Research in Special Educational Needs (2017) Vol. 17, Iss. 4, pp. 247-256
Closed Access | Times Cited: 21

Showing 21 citing articles:

Exploring Hungarian teachers’ perceptions of inclusive education of SEN students
Andrea Magyar, Anita Krausz, Ildikó Dóra Kapás, et al.
Heliyon (2020) Vol. 6, Iss. 5, pp. e03851-e03851
Open Access | Times Cited: 35
A Systematic Review of Teacher Factors for Successfully Educating Students with Disabilities
Sarah A. Nagro, Anna Macedonia, Alexandra R. Raines, et al.
The New Educator (2023) Vol. 19, Iss. 2, pp. 77-102
Closed Access | Times Cited: 4
Differences between Spanish students' and teaching professionals' knowledge of and attitudes toward ADHD—Does knowledge influence attitude?
Marisol Cueli, Débora Areces, Celestino Rodríguez, et al.
Psychology in the Schools (2021) Vol. 59, Iss. 2, pp. 242-259
Open Access | Times Cited: 6
Using a brief web‐based, on demand training to improve preservice knowledge of attention deficit hyperactivity disorder
Elissa Monteiro, Wesley A. Sims
Psychology in the Schools (2023) Vol. 60, Iss. 9, pp. 3266-3283
Closed Access | Times Cited: 2
Meaning‐making within inclusion: Exploring parents, teachers and students lay theories of ADHD and their implications for inclusive practice
Kate Carr‐Fanning
Journal of Research in Special Educational Needs (2023)
Open Access | Times Cited: 2
A Pre-Experimental Evaluation of a 9-Session Training Program with Latinx Parents of Children with Autism
Javier Cavazos Vela, Noe Ramos, Susana Pérez
Counseling Outcome Research and Evaluation (2023) Vol. 15, Iss. 1, pp. 1-20
Closed Access | Times Cited: 2
Perception of Teachers on Students with Attention Deficit Hyperactivity Disorder (ADHD): A Sociological Investigation
Segilola Yewande Oladejo, Adenuga, Ademolu Oluwaseun, et al.
International Journal of Social Sciences and Educational Studies (2023) Vol. 10, Iss. 4
Open Access | Times Cited: 2
Empowering Teachers With Low-Intensity Interventions: Using the Caught Being Good Game to Promote Positive Behavior Among Students With ADHD
Keetam D. F. Alkahtani
Behavioral Disorders (2024) Vol. 49, Iss. 3, pp. 173-188
Closed Access
‘I have it, so I understand it, I feel it’: The secondary school experiences of adolescent females with ADHD in England
Eleanor M. G. Mansfield, Anita Soni
Journal of Research in Special Educational Needs (2024) Vol. 24, Iss. 3, pp. 681-695
Open Access
Inclusive School Teachers' Perspectives on Career Transition of Students With ADHD

Advances in higher education and professional development book series (2024), pp. 1-38
Closed Access
Conocimiento y actitudes de docentes de la educación básica sobre el Trastorno por Déficit de Atención e Hiperactividad
Lina Yanet Juli Quispe, Yoselhin Carina Garambel Quispe, Luzmarina Jove Quispe, et al.
Revista Latinoamericana Ogmios (2024) Vol. 4, Iss. 11, pp. 40-57
Closed Access
KNOWLEDGE, ATTITUDES, AND PRACTICES OF PRIMARY SCHOOL TEACHERS TOWARDS ADHD STUDENTS
Muhammad Faizan, Syed Afzal Shah, Shahzadi Seema, et al.
Humanities & Social Sciences Reviews (2021) Vol. 9, Iss. 3, pp. 1258-1265
Open Access | Times Cited: 4
Exploring the Unmet Needs of Teachers of Young Children with ADHD Symptoms: A Qualitative Study
Reem Aldabbagh, David Daley, Kapil Sayal, et al.
Children (2024) Vol. 11, Iss. 9, pp. 1053-1053
Open Access
Medicalising agents? Teachers’ uncertainty and emerging expertise in the age of inclusion policy and medicalisation in Israel
Galia Plotkin Amrami, Yariv Feniger, Yam Umansky
Sociology of Health & Illness (2024)
Open Access
How Teachers View Inclusion of Special Education Students: A Case From South Texas
Ashwini Tiwari
International Journal of Educational Reform (2023) Vol. 32, Iss. 3, pp. 314-331
Closed Access | Times Cited: 1
Soutenir la réussite des élèves présentant un TDAH : effets perçus d’un MOOC pour le personnel enseignant
Marie-Pier Duchaine, Nancy Gaudreau
Revue internationale des technologies en pédagogie universitaire (2021) Vol. 18, Iss. 2, pp. 24-44
Open Access | Times Cited: 1
The Relationship Between Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Teacher Experience, Education, and Credentialing
Nicole McEwen
(2023)
Open Access
Racial Disparities in Teacher Ratings of ADHD Symptoms and Behavior: A Systematic Review
Abbey J. McClemont, Stephanie S. Fredrick, Kamontá Heidelburg, et al.
School Psychology Review (2023), pp. 1-15
Closed Access
KNOWLEDGE AND MISCONCEPTIONS OF TEACHERS ABOUT ATTENTION DEFICIT HYPERAKTIVITY DISORDER
Andrea Cibulková, Miroslava Bartoňová
EduPort (2023) Vol. 7, Iss. 1, pp. 36-48
Open Access
Teacher characteristics and ADHD intervention outcomes in schools
Elissa Monteiro, Ashley Donham, Melissa Klaib
Educational Research (2022) Vol. 64, Iss. 3, pp. 257-276
Closed Access
Atención y aprendizaje en comunicación en una institución educativa del Perú
Julia Cueva Villano, Elizabeth Teresa Diestra Cueva, Rosa Elvira Alván Puga, et al.
Franz Tamayo - Revista de Educación (2021) Vol. 3, Iss. 8, pp. 289-302
Open Access
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