Citations (35)
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Kristian Øen & Rune Johan Krumsvik. (2022) Teachers’ attitudes to inclusion regarding challenging behaviour. European Journal of Special Needs Education 37:3, pages 417-431.
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Claire Wilson, Lisa Marks Woolfson & Kevin Durkin. (2022) The impact of explicit and implicit teacher beliefs on reports of inclusive teaching practices in Scotland. International Journal of Inclusive Education 26:4, pages 378-396.
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Alex Stanforth & Jo Rose. (2020) ‘You kind of don’t want them in the room’: tensions in the discourse of inclusion and exclusion for students displaying challenging behaviour in an English secondary school. International Journal of Inclusive Education 24:12, pages 1253-1267.
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Geraldine Scanlon, Ciara McEnteggart & Yvonne Barnes-Holmes. (2020) Attitudes to pupils with EBD: an implicit approach. Emotional and Behavioural Difficulties 25:2, pages 111-124.
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Justin D. Garwood & Christopher L. Van Loan. (2019) Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties. International Journal of Inclusive Education 23:12, pages 1332-1347.
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Kristie Hind, Rebecca Larkin & Andrew K. Dunn. (2019) Assessing Teacher Opinion on the Inclusion of Children with Social, Emotional and Behavioural Difficulties into Mainstream School Classes. International Journal of Disability, Development and Education 66:4, pages 424-437.
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Laura Lübke, Martin Pinquart & Malte Schwinger. (2019) How to measure teachers’ attitudes towards inclusion: evaluation and validation of the Differentiated Attitudes Towards Inclusion Scale (DATIS). European Journal of Special Needs Education 34:3, pages 297-311.
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Md. Saiful Malak, Umesh Sharma & Joanne M. Deppeler. (2018) Predictors of primary schoolteachers’ behavioural intention to teach students demonstrating inappropriate behaviour in regular classrooms. Cambridge Journal of Education 48:4, pages 495-514.
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Mahmoud Mohamed Emam. (2018) Academic and social attributions as predictors of emotional and behavioural difficulties in students referred for learning disabilities and typically achieving students: the female profile in Oman. Emotional and Behavioural Difficulties 23:3, pages 326-339.
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Mahmoud Mohamed Emam, Ali Mahdi Kazem & Abdulqawi Salim Al-Zubaidy. (2016) Emotional and behavioural difficulties among middle school students in Oman: an examination of prevalence rate and gender differences. Emotional and Behavioural Difficulties 21:3, pages 314-328.
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Päivi Pihlaja, Tanja Sarlin & Terja Ristkari. (2015) How Do Day-Care Personnel Describe Children with Challenging Behaviour?. Education Inquiry 6:4.
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Kimberly A. Murza & P. Charlie Buckley. (2023) Using a Social Model to Guide Individualized Education Program Development and Change Educational Paradigms to Be Critically Inclusive. Language, Speech, and Hearing Services in Schools, pages 1-13.
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Niki Pandria & Panagiotis D. Bamidis. (2023) Technology-based solutions for behavior monitoring: lessons learned. Frontiers in Education 8.
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Michelle Sereno, Robyn Catagnus, Annette Griffith & Heidi Eilers. (2023) A Systematic Review of Empirical Studies Measuring Training Effects on Biases Evidenced by Professionals toward Intimate Partner Violence. Trauma, Violence, & Abuse, pages 152483802311711.
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Frederick J. Brigham, Christopher Claude, John William McKenna & Larissa Lemp. 2023. Using Technology to Enhance Special Education. Using Technology to Enhance Special Education
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Keetam D. F. Alkahtani. (2022) Professional Development: Improving Teachers’ Knowledge and Self-Efficacy Related to Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders, pages 106342662211300.
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Emma Wray, Umesh Sharma & Pearl Subban. (2022) Factors influencing teacher self-efficacy for inclusive education: A systematic literature review. Teaching and Teacher Education 117, pages 103800.
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Geraldine Scanlon, Snezhana Radeva, Vasiliki Pitsia, Conor Maguire & Silvia Nikolaeva. (2022) Attitudes of teachers in Bulgarian kindergartens towards inclusive education. Teaching and Teacher Education 112, pages 103650.
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Eddie Denessen, Lisette Hornstra, Linda van den Bergh & Gijsbert Bijlstra. (2022) Implicit measures of teachers' attitudes and stereotypes, and their effects on teacher practice and student outcomes: A review. Learning and Instruction 78, pages 101437.
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Line Massé, Marie-France Nadeau, Nancy Gaudreau, Sandy Nadeau, Catherine Gauthier & Anne Lessard. (2022) Pre-service Teachers’ Attitudes Toward Students With Behavioral Difficulties: Associations With Individual and Education Program Characteristics. Frontiers in Education 7.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2022) Le recours au retrait de la classe pour gérer les comportements difficiles au secondaire : qu’en pensent les élèves concernés ?. Enfance en difficulté 9, pages 175-198.
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Brian Fitzgerald & Siobhan Mac Cobb. (2022) Trauma informed occupational therapy school practice with adolescents with social emotional and behavioural difficulties: findings of standardised measures. Cadernos Brasileiros de Terapia Ocupacional 30:spe.
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Michelle Sereno, Jennifer Quigley & Gregory S. Smith. (2021) A Systematic Review of the Use of the Implicit Relational Assessment Procedure (IRAP) to Assess Implicit Biases Held by Professionals Toward Client Populations. Research on Social Work Practice 32:1, pages 73-91.
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Sabine Weiss, Magdalena Muckenthaler & Ewald Kiel. (2020) Students With Emotional and Behavioral Problems in Inclusive Classes: A Critical Incident Analysis. Journal of Emotional and Behavioral Disorders 29:4, pages 213-225.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2021) La gestion de classe sous le prisme des perceptions des élèves avec difficultés comportementales : une recension des écrits. La nouvelle revue - Éducation et société inclusives N° 89-90, vol. 1:1, pages 167-186.
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Vincent Bernier, Nancy Gaudreau & Line Massé. (2021) Pratiques de gestion de classe, expérience scolaire et accessibilité à la classe ordinaire : perceptions d’élèves présentant des difficultés comportementales. Revue des sciences de l’éducation 47:1, pages 110-135.
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Fangfang WEN, Wenlin KE, Bin ZUO, Yuee DAI, Siyuan NIE, Yi YAO & Shi HAN. (2021) Implicit relational assessment procedure (IRAP): Measuring principle and applications. Advances in Psychological Science 29:11, pages 1936.
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Franziska Lautenbach, Johanna Korte, Aiko Möhwald, Anke Heyder & Elke Grimminger-Seidensticker. (2020) A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. Frontiers in Education 5.
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Felicity McLure. (2019) The Thinking Frames Approach: a case study of inclusion using student‐generated multiple‐representations. Journal of Research in Special Educational Needs 20:1, pages 3-13.
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Line Massé, Caroline Couture, Jean-Yves Bégin, Michel Rousseau & Thomas Plouffe-Leboeuf. (2019) Effets auprès d’enseignants du secondaire d’un modèle de consultation pour soutenir l’intégration scolaire d’élèves présentant des difficultés comportementales. Revue de psychoéducation 48:1, pages 89-116.
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Md. Saiful Malak & Tanjilut Tasnuba. 2018. Engaging in Educational Research. Engaging in Educational Research
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