School Context and the Problem Behavior and Social Skills of Students with Emotional Disturbance

Variability in the social and behavioral characteristics of students with emotional disturbance (ED) in the public schools may impact special education effectiveness; yet very little evidence exists on how such variability may express itself from school to school. One place to begin such investigati...

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Bibliographic Details
Published in:	Journal of child and family studies Vol. 19; no. 4; pp. 451 - 461
Main Authors:	Wiley, Andrew L., Siperstein, Gary N., Forness, Steven R., Brigham, Frederick J.
Format:	Journal Article
Language:	English
Published:	Boston Springer US 01-08-2010 Springer Springer Nature B.V
Subjects:	Academic Failure Achievement Tests Alcohol Abuse Behavior disorders Behavior Patterns Behavior Problems Behavioral Science and Psychology Behavioural disorders Behavioural problems Child and School Psychology Child psychology Children Context Effect Disabilities Educational Environment Educational Facilities Improvement Elementary School Students Eligibility Emotional disorders Emotional disturbance Emotional Disturbances Emotions Evidence Based Practice Income Interpersonal Competence Interpersonal relations Mental Disorders Mental Health Original Paper Poverty Psychology Public education Public Schools Schools Social behaviour Social Characteristics Social Sciences Social skills Socioeconomic Influences Sociology Special Education Standardized Tests Student Behavior Student Characteristics Surveys Teacher Evaluation Teacher-student relationship Teaching Methods Test Results Urban Areas Variability Internalizing behavior Problem behavior Social skills Externalizing behavior School context
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