Citations (16)
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Suzanne Cogswell, Amanda Carr, Nicola Abbott & Claire P. Monks. (2020) The development and validation of a teacher-reported low-level classroom disruption scale (LLCD-S). Emotional and Behavioural Difficulties 25:3-4, pages 230-243.
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Penny Clunies‐Ross, Emma Little & Mandy Kienhuis. (2008) Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology 28:6, pages 693-710.
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LouiseA. Ellis, Kevin Wheldall & Robyn Beaman. (2007) The research locus and conceptual basis for MULTILIT: Why we do what we do. Australian Journal of Learning Disabilities 12:2, pages 61-65.
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Josephine Infantino & Emma Little. (2005) Students’ Perceptions of Classroom Behaviour Problems and the Effectiveness of Different Disciplinary Methods. Educational Psychology 25:5, pages 491-508.
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EleniS. Didaskalou & AlanJ. Millward. (2002) Breaking the Policy Log-jam: Comparative perspectives on policy formulation and development for pupils with emotional and behavioural difficulties. Oxford Review of Education 28:1, pages 109-121.
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Jennifer Stephenson, Ken Linfoot & Andrew Martin. (2000) Behaviours of Concern to Teachers in the Early Years of School. International Journal of Disability, Development and Education 47:3, pages 225-235.
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Jennifer Stephenson, Ken Linfoot & Andrew Martin. (2000) How teachers of young children respond to problem Behaviour in the Classroom. Australasian Journal of Special Education 24:1, pages 21-31.
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Kevin Wheldall & Mark Carter. (1996) Reconstructing Behaviour Analysis in Education: a revised behavioural interactionist perspective for special education. Educational Psychology 16:2, pages 121-140.
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Articles from other publishers (8)
Kevin Wheldall, Robyn Wheldall, Alison Madelaine, Meree Reynolds, Sarah Arakelian & Saskia Kohnen. 2019. Literacy Education and Indigenous Australians. Literacy Education and Indigenous Australians
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Christoph Michael Müller, Verena Hofmann, Janine Fleischli & Felix Studer. (2015) „Sag‘ mir, was deine Klassenkameraden tun und ich sage dir, was du tun wirst“? Zum Einfluss der Klassenzusammensetzung auf die Entwicklung von schulischem Problemverhalten“Tell me what your classmates do and I will tell you what you are going to do?” The influence of classroom composition on the development of problem behavior in school. Zeitschrift für Erziehungswissenschaft 18:3, pages 569-589.
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Kevin Wheldall & Robyn Beaman. 2011. Multiple Perspectives on Difficulties in Learning Literacy and Numeracy. Multiple Perspectives on Difficulties in Learning Literacy and Numeracy
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Mark Carter, Mark Clayton & Jennifer Stephenson. (2012) Students With Severe Challenging Behaviour in Regular Classrooms: Prevalence and Characteristics. Australian Journal of Guidance and Counselling 16:2, pages 189-209.
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Claire Lawrence & Karen Green. (2005) Perceiving classroom aggression: The influence of setting, intervention style and group perceptions. British Journal of Educational Psychology 75:4, pages 587-602.
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Andrew J. Martin, Ken Linfoot & Jennifer Stephenson. (1999) How teachers respond to concerns about misbehavior in their classroom. Psychology in the Schools 36:4, pages 347-358.
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Robert Ogier & Garry Hornby. (1996) Effects of differential reinforcement on the behavior and self-esteem of children with emotional and behavioral disorders. Journal of Behavioral Education 6:4, pages 501-510.
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Maureen E. Wall & John Dattilo. (2016) Creating Option-Rich Learning Environments. The Journal of Special Education 29:3, pages 276-294.
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