Citations (48)
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Ian Thompson & Alice Tawell. (2017) Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties. Emotional and Behavioural Difficulties 22:1, pages 18-34.
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Jacqueline M. Swank & Sang Min Shin. (2015) Garden Counseling Groups and Self-Esteem: A Mixed Methods Study With Children With Emotional and Behavioral Problems. The Journal for Specialists in Group Work 40:3, pages 315-331.
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Amanda L. Sullivan & Shanna S. Sadeh. (2014) Is There Evidence to Support the Use of Social Skills Interventions for Students with Emotional Disabilities?. Journal of Applied School Psychology 30:2, pages 107-131.
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Lidy van der Worp-van der Kamp, Sip Jan Pijl, Jan O. Bijstra & Els J. van den Bosch. (2014) Teaching academic skills as an answer to behavioural problems of students with emotional or behavioural disorders: a review. European Journal of Special Needs Education 29:1, pages 29-46.
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Maureen N. Short & Lyndal M. Bullock. (2013) Perspectives on select field-based experiences for pre-service teachers of students with emotional and behavioural disorders. Emotional and Behavioural Difficulties 18:4, pages 396-406.
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JAMESM. M. HARTWICK & SHIN
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Shannon Wilhite & LyndalM. Bullock. (2012) Effects of the WhyTry social skills program on students with emotional and/or behavioral problems in an alternative school. Emotional and Behavioural Difficulties 17:2, pages 175-194.
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Risto Hotulainen, Kristiina Lappalainen, Kari Ruoho & Hannu Savolainen. (2010) Pre‐school Verbo‐sensory Motor Status as a Predictor of Educational Life‐courses and Self‐perceptions of Young Adults. International Journal of Disability, Development and Education 57:3, pages 299-314.
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Hannelore Reicher. (2010) Building inclusive education on social and emotional learning: challenges and perspectives – a review. International Journal of Inclusive Education 14:3, pages 213-246.
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Jason Baker, Agatha Parks-Savage & Mark Rehfuss. (2009) Teaching Social Skills in a Virtual Environment: An Exploratory Study. The Journal for Specialists in Group Work 34:3, pages 209-226.
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JohnD. Hall, CraigH. Jones & AmyF. Claxton. (2008) Evaluation of the Stop & Think Social Skills Program with Kindergarten Students. Journal of Applied School Psychology 24:2, pages 265-283.
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Helena Thuneberg & Risto Hotulainen. (2006) Contributions of data mining for psycho‐educational research: what self‐organizing maps tell us about the well‐being of gifted learners. High Ability Studies 17:1, pages 87-100.
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Keetam D. F. Alkahtani. (2022) Teachers’ Knowledge and Attitudes toward Sustainable Inclusive Education for Students with Emotional and Behavioral Disorders. Children 9:12, pages 1940.
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Stacy N. McGuire & Hedda Meadan. (2022) General Educators’ Perceptions of Social Inclusion of Elementary Students With Emotional and Behavioral Disorders. Behavioral Disorders 48:1, pages 16-28.
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Chelsea E. Carr, John Umbreit & Rebecca Hartzell. (2021) Instructional Level and Engagement in Students With Behavioral Disorders. Behavioral Disorders 47:4, pages 236-244.
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Todd Whitney, Kera B. Ackerman, Justin T. Cooper & Terrance M. Scott. (2021) Opportunities to Respond for Students With Emotional and Behavioral Disorders in Inclusive Classrooms. Intervention in School and Clinic 57:4, pages 243-250.
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Deepti Gupta. 2022. Continuing Professional Development of English Language Teachers. Continuing Professional Development of English Language Teachers
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Dag Ove G. Hovdal, Inger Beate Larsen, Tommy Haugen & Bjørn Tore Johansen. (2020) Understanding disruptive situations in physical education: Teaching style and didactic implications. European Physical Education Review 27:3, pages 455-472.
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Mylien T. Duong, Lillian Nguyen, Larissa Gaias, Katherine S. Benjamin, Kristine Lee, Joanne Buntain-Ricklefs & Clayton R. Cook. (2020) Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention. The Urban Review 52:5, pages 853-879.
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Rebecca I. Hartzell, Candace J. Lane, John Umbreit, Carl J. Liaupsin & Maegan Hanks. (2020) Peer-Supported Inclusive Social Skills Instruction for Elementary Students with Emotional and Behavioral Disorders. Education and Treatment of Children 43:3, pages 237-250.
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Brian K. Martens & Emily L. Baxter. (2020) Pediatric Prevention. Pediatric Clinics of North America 67:3, pages 469-479.
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Sara Sanders, Mickey Losinski, Robin Parks Ennis, Jessica Lane, Warren White & Jim Teagarden. (2020) Use of Self-Regulated Strategy Development to Improve Comprehension of Elementary Students with and At-Risk for E/BD. Education and Treatment of Children 43:1, pages 21-33.
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Branka Kovačević & Biljana Milošević Šošo. (2019) POSSIBILITIES FOR PREVENTING UNACCEPTABLE BEHAVIOUR IN CLASS FROM THE PERSPECTIVE OF ELEMENTARY SCHOOL STUDENTS OF DIFFERENT GENDER. IJASOS- International E-journal of Advances in Social Sciences, pages 836-842.
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Stephen W. Smith, Daniel V. Poling & Megan R. Worth. (2018) Intensive Intervention for Students with Emotional and Behavioral Disorders. Learning Disabilities Research & Practice 33:3, pages 168-175.
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ParkJiyeon & 손유니. (2018) A Qualitative Study on the Perceptions of Special Educators Regarding Crisis Behavior of Students with Disabilities in Special Schools. Journal of Education & Culture 24:3, pages 473-500.
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Jennifer Freeman, Jennifer Kowitt, Brandi Simonsen, Yan Wei, Kate Dooley, Lola Gordon & Eleanor Maddock. (2018) A High School Replication of Targeted Professional Development for Classroom Management. Remedial and Special Education 39:3, pages 144-157.
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Paul Caldarella, Ross A. A. Larsen, Leslie Williams, Howard Wills, Debra Kamps & Joseph H. Wehby. (2017) Effects of CW-FIT on Teachers’ Ratings of Elementary School Students at Risk for Emotional and Behavioral Disorders. Journal of Positive Behavior Interventions 20:2, pages 78-89.
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William Hunter, Robert L Williamson, Andrea D Jasper, Laura Baylot Casey & Clinton Smith. (2017) Examining Self-Monitoring Interventions for Academic Support of Students with Emotional and Behavioral Disorders. Journal of International Special Needs Education 20:2, pages 67-78.
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Daniel M. Maggin, Joseph H. Wehby & Allison F. Gilmour. (2016) Intensive Academic Interventions for Students With Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders 24:3, pages 138-147.
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Jennifer Freeman, Brandi Simonsen, Donald E. Briere & Ashley S. MacSuga-Gage. (2013) Pre-Service Teacher Training in Classroom Management. Teacher Education and Special Education: The Journal of the Teacher Education Division of the Council for Exceptional Children 37:2, pages 106-120.
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William J. Therrien, Jonte C. Taylor, Sarah Watt & Erica R. Kaldenberg. (2013) Science Instruction for Students With Emotional and Behavioral Disorders. Remedial and Special Education 35:1, pages 15-27.
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Valerie L. Mazzotti, David W. Test & Charles L. Wood. (2012) Effects of Multimedia Goal-Setting Instruction on Students’ Knowledge of the Self-Determined Learning Model of Instruction and Disruptive Behavior. Journal of Positive Behavior Interventions 15:2, pages 90-102.
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Eugenia M.W. Ng & Hugo C.H. Wong. (2013) Facebook: More than Social Networking for at-risk Students. Procedia - Social and Behavioral Sciences 73, pages 22-29.
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Henderien Steenbeek, Louise Jansen & Paul van Geert. (2012) Scaffolding dynamics and the emergence of problematic learning trajectories. Learning and Individual Differences 22:1, pages 64-75.
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David G. Grant & Lisa A. Dieker. (2010) Listening to Black Male Student Voices Using Web-Based Mentoring. Remedial and Special Education 32:4, pages 322-333.
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Julie A. Peterson Nelson, Paul Caldarella, K. Richard Young & Natalie Webb. (2008) Using Peer Praise Notes to Increase the Social Involvement of Withdrawn Adolescents. TEACHING Exceptional Children 41:2, pages 6-13.
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