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. Author manuscript; available in PMC: 2013 Dec 16.
Published in final edited form as: School Psych Rev. 2012;41(4):447–466.

Figure 2.

Figure 2

Illustration of STRS teacher ratings at follow-up. There were significant differences within the FSS-EE group for children who received follow-up with the same teacher as opposed to those who were followed the next year (with a different teacher). Seasonal effect at follow-up was not significant for children in the CARE group. STRS = Student-Teacher Relationship Scale; FSS-EE = Family-School Success—Early Elementary; CARE = Coping with ADHD through Relationships and Education.