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You searched for subject:(Emotional disturbance). Showing records 1 – 30 of 92 total matches.

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Texas A&M University

1. Carr George, Catherine Elizabeth. The particpation and performance of students with emotional disturbance on state accountability assessment in reading.

Degree: 2009, Texas A&M University

 This study examined the participation rates and performance results of students with emotional disturbance (ED) in a statewide reading assessment. Public school districts in Texas… (more)

Subjects/Keywords: Emotional Disturbance; Assessment; Accountability

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Carr George, C. E. (2009). The particpation and performance of students with emotional disturbance on state accountability assessment in reading. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Carr George, Catherine Elizabeth. “The particpation and performance of students with emotional disturbance on state accountability assessment in reading.” 2009. Thesis, Texas A&M University. Accessed July 16, 2019. http://hdl.handle.net/1969.1/ETD-TAMU-3169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Carr George, Catherine Elizabeth. “The particpation and performance of students with emotional disturbance on state accountability assessment in reading.” 2009. Web. 16 Jul 2019.

Vancouver:

Carr George CE. The particpation and performance of students with emotional disturbance on state accountability assessment in reading. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3169.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carr George CE. The particpation and performance of students with emotional disturbance on state accountability assessment in reading. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3169

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

2. Weisling, Nina F. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.

Degree: 2013, University of Illinois – Chicago

 This study describes the classroom practices of middle school general education teachers working with students with and without emotional disturbance (ED), including the predictability of… (more)

Subjects/Keywords: emotional disturbance; teacher practices

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APA (6th Edition):

Weisling, N. F. (2013). Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/9799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Weisling, Nina F. “Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.” 2013. Thesis, University of Illinois – Chicago. Accessed July 16, 2019. http://hdl.handle.net/10027/9799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Weisling, Nina F. “Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance.” 2013. Web. 16 Jul 2019.

Vancouver:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10027/9799.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Thesis]. University of Illinois – Chicago; 2013. Available from: http://hdl.handle.net/10027/9799

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Hernandez, Heather. Independent Study and the Circle of Courage: A Comprehensive Program Description .

Degree: 2012, California State University – San Marcos

 This project provides a retroactive qualitative description of an independent study program for students with the special education eligibility diagnosis of emotional disturbance. The program… (more)

Subjects/Keywords: alternative education; independent study; emotional disturbance

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APA (6th Edition):

Hernandez, H. (2012). Independent Study and the Circle of Courage: A Comprehensive Program Description . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/127

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hernandez, Heather. “Independent Study and the Circle of Courage: A Comprehensive Program Description .” 2012. Thesis, California State University – San Marcos. Accessed July 16, 2019. http://hdl.handle.net/10211.8/127.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hernandez, Heather. “Independent Study and the Circle of Courage: A Comprehensive Program Description .” 2012. Web. 16 Jul 2019.

Vancouver:

Hernandez H. Independent Study and the Circle of Courage: A Comprehensive Program Description . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10211.8/127.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hernandez H. Independent Study and the Circle of Courage: A Comprehensive Program Description . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/127

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Southern California

4. Kelly, Conor. The effectiveness of a district's social skills curriculum for students with disabilities.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 The purpose of this study was to identify if researched based methods of learning could be applied to social skill instruction for students with disabilities.… (more)

Subjects/Keywords: social skills; autism; emotional disturbance; special education

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APA (6th Edition):

Kelly, C. (2014). The effectiveness of a district's social skills curriculum for students with disabilities. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/512268/rec/6625

Chicago Manual of Style (16th Edition):

Kelly, Conor. “The effectiveness of a district's social skills curriculum for students with disabilities.” 2014. Doctoral Dissertation, University of Southern California. Accessed July 16, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/512268/rec/6625.

MLA Handbook (7th Edition):

Kelly, Conor. “The effectiveness of a district's social skills curriculum for students with disabilities.” 2014. Web. 16 Jul 2019.

Vancouver:

Kelly C. The effectiveness of a district's social skills curriculum for students with disabilities. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jul 16]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/512268/rec/6625.

Council of Science Editors:

Kelly C. The effectiveness of a district's social skills curriculum for students with disabilities. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/512268/rec/6625


Boston University

5. Donnelly, Paula. Experience of school-based consultation for students with emotional and behavioral needs: perspectives of multiple stakeholders.

Degree: EdD, Education, 2018, Boston University

 The population of students with emotional and behavioral needs represent a significant proportion of the population of students in today's public schools. To help meet… (more)

Subjects/Keywords: Special education; Behavior disorder; Emotional disturbance

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APA (6th Edition):

Donnelly, P. (2018). Experience of school-based consultation for students with emotional and behavioral needs: perspectives of multiple stakeholders. (Doctoral Dissertation). Boston University. Retrieved from http://hdl.handle.net/2144/30700

Chicago Manual of Style (16th Edition):

Donnelly, Paula. “Experience of school-based consultation for students with emotional and behavioral needs: perspectives of multiple stakeholders.” 2018. Doctoral Dissertation, Boston University. Accessed July 16, 2019. http://hdl.handle.net/2144/30700.

MLA Handbook (7th Edition):

Donnelly, Paula. “Experience of school-based consultation for students with emotional and behavioral needs: perspectives of multiple stakeholders.” 2018. Web. 16 Jul 2019.

Vancouver:

Donnelly P. Experience of school-based consultation for students with emotional and behavioral needs: perspectives of multiple stakeholders. [Internet] [Doctoral dissertation]. Boston University; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2144/30700.

Council of Science Editors:

Donnelly P. Experience of school-based consultation for students with emotional and behavioral needs: perspectives of multiple stakeholders. [Doctoral Dissertation]. Boston University; 2018. Available from: http://hdl.handle.net/2144/30700

6. Horn, Jeneva. Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance .

Degree: 2013, California State University – San Marcos

 Along with their social and behavioral deficits, students with emotional disturbance often have academic deficits as well. Historically, most of the educational focus for these… (more)

Subjects/Keywords: Self-Monitoring; Emotional Disturbance; Middle School Students; Emotional and Behavioral Disorders

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APA (6th Edition):

Horn, J. (2013). Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Horn, Jeneva. “Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance .” 2013. Thesis, California State University – San Marcos. Accessed July 16, 2019. http://hdl.handle.net/10211.8/365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Horn, Jeneva. “Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance .” 2013. Web. 16 Jul 2019.

Vancouver:

Horn J. Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance . [Internet] [Thesis]. California State University – San Marcos; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10211.8/365.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Horn J. Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance . [Thesis]. California State University – San Marcos; 2013. Available from: http://hdl.handle.net/10211.8/365

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of California – Riverside

7. Cravalho, Danielle Andrea. ClassDojo as a Token Economy Method.

Degree: Education, 2019, University of California – Riverside

 This proposed study aims to investigate the effectiveness of ClassDojo compared to a paper-pencil token economy method among students identified with emotional and behavioral disorders.… (more)

Subjects/Keywords: Education; ClassDojo; Emotional and Behavioral Disorders; Emotional Disturbance; Token Economy

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APA (6th Edition):

Cravalho, D. A. (2019). ClassDojo as a Token Economy Method. (Thesis). University of California – Riverside. Retrieved from http://www.escholarship.org/uc/item/7412w9ch

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Cravalho, Danielle Andrea. “ClassDojo as a Token Economy Method.” 2019. Thesis, University of California – Riverside. Accessed July 16, 2019. http://www.escholarship.org/uc/item/7412w9ch.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Cravalho, Danielle Andrea. “ClassDojo as a Token Economy Method.” 2019. Web. 16 Jul 2019.

Vancouver:

Cravalho DA. ClassDojo as a Token Economy Method. [Internet] [Thesis]. University of California – Riverside; 2019. [cited 2019 Jul 16]. Available from: http://www.escholarship.org/uc/item/7412w9ch.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Cravalho DA. ClassDojo as a Token Economy Method. [Thesis]. University of California – Riverside; 2019. Available from: http://www.escholarship.org/uc/item/7412w9ch

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Southern Illinois University

8. Harvey, Shanice D. AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD.

Degree: MS, Behavior Analysis and Therapy, 2018, Southern Illinois University

  The present study evaluated the effectiveness of an interdependent group contingency commonly referred to as the “good behavior game” (GBG) on reducing disruptive behaviors… (more)

Subjects/Keywords: Emotional Behavior Disorder; Emotional Disorder; Emotional Disturbance; Good Behavior Game; Group Interdependent Contingency; Inappropriate Behaviors

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APA (6th Edition):

Harvey, S. D. (2018). AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD. (Masters Thesis). Southern Illinois University. Retrieved from https://opensiuc.lib.siu.edu/theses/2293

Chicago Manual of Style (16th Edition):

Harvey, Shanice D. “AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD.” 2018. Masters Thesis, Southern Illinois University. Accessed July 16, 2019. https://opensiuc.lib.siu.edu/theses/2293.

MLA Handbook (7th Edition):

Harvey, Shanice D. “AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD.” 2018. Web. 16 Jul 2019.

Vancouver:

Harvey SD. AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD. [Internet] [Masters thesis]. Southern Illinois University; 2018. [cited 2019 Jul 16]. Available from: https://opensiuc.lib.siu.edu/theses/2293.

Council of Science Editors:

Harvey SD. AN EVALUATION OF THE GOOD BEHAVIOR GAME USING AN INTERDEPENDENT GROUP CONTINGENCY WITH MIDDLE-SCHOOL CHILDREN WITH EBD. [Masters Thesis]. Southern Illinois University; 2018. Available from: https://opensiuc.lib.siu.edu/theses/2293


University of Oregon

9. Knowles, Christen. The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders.

Degree: 2018, University of Oregon

 Teacher-student relationships can influence the academic, social, and behavioral adjustment of children and youth. Students with emotional/behavioral disorders (EBD) experience poor quality relationships with teachers.… (more)

Subjects/Keywords: Challenging behavior; Classroom working alliance; Emotional/behavioral disorder; Emotional disturbance; Teacher-student relationships

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APA (6th Edition):

Knowles, C. (2018). The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/23128

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Knowles, Christen. “The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders.” 2018. Thesis, University of Oregon. Accessed July 16, 2019. http://hdl.handle.net/1794/23128.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Knowles, Christen. “The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders.” 2018. Web. 16 Jul 2019.

Vancouver:

Knowles C. The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders. [Internet] [Thesis]. University of Oregon; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1794/23128.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Knowles C. The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders. [Thesis]. University of Oregon; 2018. Available from: http://hdl.handle.net/1794/23128

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


UCLA

10. GarciaDubon, Elizabeth Raquel. Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders.

Degree: Education-Special Education Joint Doctoral Program w/CSULA, 2018, UCLA

 Research on improving the academic and behavioral outcomes of students with emotional and behavioral disorders (EBD) have identified evidence-based strategies to help ameliorate behavior problems… (more)

Subjects/Keywords: Special education; academic engagement; emotional and behavior disorders; emotional disturbance; opportunities to respond; quality indicators

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

GarciaDubon, E. R. (2018). Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/0170028c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

GarciaDubon, Elizabeth Raquel. “Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders.” 2018. Thesis, UCLA. Accessed July 16, 2019. http://www.escholarship.org/uc/item/0170028c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

GarciaDubon, Elizabeth Raquel. “Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders.” 2018. Web. 16 Jul 2019.

Vancouver:

GarciaDubon ER. Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders. [Internet] [Thesis]. UCLA; 2018. [cited 2019 Jul 16]. Available from: http://www.escholarship.org/uc/item/0170028c.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

GarciaDubon ER. Exploring the Impact of Increased Opportunities to Respond on the Behavior of Middle School Students with Emotional and Behavior Disorders. [Thesis]. UCLA; 2018. Available from: http://www.escholarship.org/uc/item/0170028c

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

11. DeLong, Earl Eugene. The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting.

Degree: PhD, 2010, Temple University

School Psychology

The purpose of this study was to examine whether removing disruptive students to a behavior support office (BSO) is an effective intervention in… (more)

Subjects/Keywords: Psychology, Behavioral; behavio; Emotional disturbance; Emotionally disturbed; intervention; office referral; support

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APA (6th Edition):

DeLong, E. E. (2010). The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,67413

Chicago Manual of Style (16th Edition):

DeLong, Earl Eugene. “The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting.” 2010. Doctoral Dissertation, Temple University. Accessed July 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,67413.

MLA Handbook (7th Edition):

DeLong, Earl Eugene. “The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting.” 2010. Web. 16 Jul 2019.

Vancouver:

DeLong EE. The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting. [Internet] [Doctoral dissertation]. Temple University; 2010. [cited 2019 Jul 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,67413.

Council of Science Editors:

DeLong EE. The Use of a Behavior Support Office Within a System of Positive Behavior Support as an Intervention for Disruptive Behavior in an Approved Private School Setting. [Doctoral Dissertation]. Temple University; 2010. Available from: http://digital.library.temple.edu/u?/p245801coll10,67413


Temple University

12. Donnelly, Michael William. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators.

Degree: 2016, Temple University

Educational Leadership

Ed.D.

The purpose of this mixed methods study was to identify the perceptions of educators regarding the potential impact of technology as a… (more)

Subjects/Keywords: Elementary education; Education;

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Donnelly, M. W. (2016). Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. (Thesis). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,381157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Donnelly, Michael William. “Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators.” 2016. Thesis, Temple University. Accessed July 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,381157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Donnelly, Michael William. “Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators.” 2016. Web. 16 Jul 2019.

Vancouver:

Donnelly MW. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. [Internet] [Thesis]. Temple University; 2016. [cited 2019 Jul 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,381157.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Donnelly MW. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. [Thesis]. Temple University; 2016. Available from: http://digital.library.temple.edu/u?/p245801coll10,381157

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of Illinois – Chicago

13. Zurheide, Jaime L. Measuring Relationships of Teachers and Students with Emotional Disturbance.

Degree: 2015, University of Illinois – Chicago

 The Student-Teacher Relationship Scale (STRS), a teacher-reported measure of the quality of the relationship between teachers and their students, has been used in numerous studies… (more)

Subjects/Keywords: teacher-student relationships; reliability; validity; emotional disturbance; factor analysis

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APA (6th Edition):

Zurheide, J. L. (2015). Measuring Relationships of Teachers and Students with Emotional Disturbance. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/19841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Zurheide, Jaime L. “Measuring Relationships of Teachers and Students with Emotional Disturbance.” 2015. Thesis, University of Illinois – Chicago. Accessed July 16, 2019. http://hdl.handle.net/10027/19841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Zurheide, Jaime L. “Measuring Relationships of Teachers and Students with Emotional Disturbance.” 2015. Web. 16 Jul 2019.

Vancouver:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10027/19841.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Thesis]. University of Illinois – Chicago; 2015. Available from: http://hdl.handle.net/10027/19841

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

14. Rodrigues, Maria Sofia Nascimento Ribeiro. O Eu e o Nós.

Degree: 2012, Universidade Fernando Pessoa

Dissertação apresentada à Universidade Fernando Pessoa como parte dos requisitos para a obtenção do grau de Mestre em Psicologia, ramo de Psicologia Clínica e da… (more)

Subjects/Keywords: Família; Perturbação emocional; Adaptabilidade; Coesão; Family; Emotional disturbance; Adaptability; Cohesion

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APA (6th Edition):

Rodrigues, M. S. N. R. (2012). O Eu e o Nós. (Thesis). Universidade Fernando Pessoa. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Rodrigues, Maria Sofia Nascimento Ribeiro. “O Eu e o Nós.” 2012. Thesis, Universidade Fernando Pessoa. Accessed July 16, 2019. https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Rodrigues, Maria Sofia Nascimento Ribeiro. “O Eu e o Nós.” 2012. Web. 16 Jul 2019.

Vancouver:

Rodrigues MSNR. O Eu e o Nós. [Internet] [Thesis]. Universidade Fernando Pessoa; 2012. [cited 2019 Jul 16]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4330.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodrigues MSNR. O Eu e o Nós. [Thesis]. Universidade Fernando Pessoa; 2012. Available from: https://www.rcaap.pt/detail.jsp?id=oai:bdigital.ufp.pt:10284/4330

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


California State University – Chico

15. Hazard, David. Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community .

Degree: 2011, California State University – Chico

 ABSTRACT SEVERE EMOTIONAL DISTURBANCE RATES IN A NORTHERN CALIFORNIA NATIVE AMERICAN TRIBAL COMMUNITY by David Russell Hazard Master of Social Work California State University, Chico… (more)

Subjects/Keywords: Severe Emotional Disturbance; Northern California Native American Tribal Community

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hazard, D. (2011). Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community . (Thesis). California State University – Chico. Retrieved from http://hdl.handle.net/10211.4/307

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Hazard, David. “Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community .” 2011. Thesis, California State University – Chico. Accessed July 16, 2019. http://hdl.handle.net/10211.4/307.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Hazard, David. “Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community .” 2011. Web. 16 Jul 2019.

Vancouver:

Hazard D. Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10211.4/307.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hazard D. Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community . [Thesis]. California State University – Chico; 2011. Available from: http://hdl.handle.net/10211.4/307

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Liberty University

16. Guerra, John Trevor. Differences between Physical vs. Non-Physical Activity Rewards on the Behavior of K-8 Students with Emotional and Behavioral Disorders.

Degree: 2018, Liberty University

 Students with Emotional and Behavioral Disorders (EBD) face many challenges in the classroom, including the propensity to act-out in class with externalizing behavior such as… (more)

Subjects/Keywords: Emotional Disturbance; Behavioral Management; Rewards; Token-economy; Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Guerra, J. T. (2018). Differences between Physical vs. Non-Physical Activity Rewards on the Behavior of K-8 Students with Emotional and Behavioral Disorders. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/1934

Chicago Manual of Style (16th Edition):

Guerra, John Trevor. “Differences between Physical vs. Non-Physical Activity Rewards on the Behavior of K-8 Students with Emotional and Behavioral Disorders.” 2018. Doctoral Dissertation, Liberty University. Accessed July 16, 2019. https://digitalcommons.liberty.edu/doctoral/1934.

MLA Handbook (7th Edition):

Guerra, John Trevor. “Differences between Physical vs. Non-Physical Activity Rewards on the Behavior of K-8 Students with Emotional and Behavioral Disorders.” 2018. Web. 16 Jul 2019.

Vancouver:

Guerra JT. Differences between Physical vs. Non-Physical Activity Rewards on the Behavior of K-8 Students with Emotional and Behavioral Disorders. [Internet] [Doctoral dissertation]. Liberty University; 2018. [cited 2019 Jul 16]. Available from: https://digitalcommons.liberty.edu/doctoral/1934.

Council of Science Editors:

Guerra JT. Differences between Physical vs. Non-Physical Activity Rewards on the Behavior of K-8 Students with Emotional and Behavioral Disorders. [Doctoral Dissertation]. Liberty University; 2018. Available from: https://digitalcommons.liberty.edu/doctoral/1934


University of Texas – Austin

17. -7903-0533. Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed.

Degree: Educational Psychology, 2017, University of Texas – Austin

 Despite decades of diversity focused training, African American boys are identified for special education at disproportionate rates, particularly in the disability category of Emotional Disturbance(more)

Subjects/Keywords: Emotional disturbance; Special education; Eligibility; Implicit bias; Assessment

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

-7903-0533. (2017). Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/61928

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

-7903-0533. “Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed.” 2017. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/61928.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

-7903-0533. “Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed.” 2017. Web. 16 Jul 2019.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-7903-0533. Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed. [Internet] [Thesis]. University of Texas – Austin; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/61928.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

-7903-0533. Complicit or implicit? : the role of examiner bias in the over-identification of African American boys as emotionally disturbed. [Thesis]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/61928

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete
Not specified: Masters Thesis or Doctoral Dissertation


University of Arizona

18. Burgos-DeStephanis, Shana Ann. Effects of a Self-Determination Intervention on Students with Emotional Disturbance .

Degree: 2017, University of Arizona

 Students with emotional disturbance experience many problems that affect their academic and social success in the school environment, including academic performance, relationships with teachers and… (more)

Subjects/Keywords: Behavior; Choice; Elementary; Emotional Disturbance; Self-Determination; Single Subject Design

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Burgos-DeStephanis, S. A. (2017). Effects of a Self-Determination Intervention on Students with Emotional Disturbance . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/625377

Chicago Manual of Style (16th Edition):

Burgos-DeStephanis, Shana Ann. “Effects of a Self-Determination Intervention on Students with Emotional Disturbance .” 2017. Doctoral Dissertation, University of Arizona. Accessed July 16, 2019. http://hdl.handle.net/10150/625377.

MLA Handbook (7th Edition):

Burgos-DeStephanis, Shana Ann. “Effects of a Self-Determination Intervention on Students with Emotional Disturbance .” 2017. Web. 16 Jul 2019.

Vancouver:

Burgos-DeStephanis SA. Effects of a Self-Determination Intervention on Students with Emotional Disturbance . [Internet] [Doctoral dissertation]. University of Arizona; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/10150/625377.

Council of Science Editors:

Burgos-DeStephanis SA. Effects of a Self-Determination Intervention on Students with Emotional Disturbance . [Doctoral Dissertation]. University of Arizona; 2017. Available from: http://hdl.handle.net/10150/625377


Duquesne University

19. Glew, BethAnn. Reducing the Use of Seclusion and Restraint in Segregated Special Education School Settings Through Implementation of the Collaborative Problem Solving Model.

Degree: EdD, Interdisciplinary Doctoral Program for Education Leaders (IDPEL), 2012, Duquesne University

 The intent of this study was to determine whether implementation of the Collaborative Problem Solving (CPS) model, that has proven successful in psychiatric settings, was… (more)

Subjects/Keywords: Aggression; Collaborative Problem Solving model; Emotional disturbance; Noncompliance; Restraint; Seclusion

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Glew, B. (2012). Reducing the Use of Seclusion and Restraint in Segregated Special Education School Settings Through Implementation of the Collaborative Problem Solving Model. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/585

Chicago Manual of Style (16th Edition):

Glew, BethAnn. “Reducing the Use of Seclusion and Restraint in Segregated Special Education School Settings Through Implementation of the Collaborative Problem Solving Model.” 2012. Doctoral Dissertation, Duquesne University. Accessed July 16, 2019. https://dsc.duq.edu/etd/585.

MLA Handbook (7th Edition):

Glew, BethAnn. “Reducing the Use of Seclusion and Restraint in Segregated Special Education School Settings Through Implementation of the Collaborative Problem Solving Model.” 2012. Web. 16 Jul 2019.

Vancouver:

Glew B. Reducing the Use of Seclusion and Restraint in Segregated Special Education School Settings Through Implementation of the Collaborative Problem Solving Model. [Internet] [Doctoral dissertation]. Duquesne University; 2012. [cited 2019 Jul 16]. Available from: https://dsc.duq.edu/etd/585.

Council of Science Editors:

Glew B. Reducing the Use of Seclusion and Restraint in Segregated Special Education School Settings Through Implementation of the Collaborative Problem Solving Model. [Doctoral Dissertation]. Duquesne University; 2012. Available from: https://dsc.duq.edu/etd/585


University of Rochester

20. Grape, Annette. Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance.

Degree: PhD, 2013, University of Rochester

 The purpose of this study was to identify child and service factors associated with out-of-home placement and clinical outcomes for urban children meeting criteria for… (more)

Subjects/Keywords: Children; Mental Health; Services; Serious Emotional Disturbance; Systems of Care

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Grape, A. (2013). Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/27275

Chicago Manual of Style (16th Edition):

Grape, Annette. “Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance.” 2013. Doctoral Dissertation, University of Rochester. Accessed July 16, 2019. http://hdl.handle.net/1802/27275.

MLA Handbook (7th Edition):

Grape, Annette. “Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance.” 2013. Web. 16 Jul 2019.

Vancouver:

Grape A. Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1802/27275.

Council of Science Editors:

Grape A. Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance. [Doctoral Dissertation]. University of Rochester; 2013. Available from: http://hdl.handle.net/1802/27275


University of Rochester

21. Walters, Leanne. Transition to Adulthood for Youth with Serious Emotional Disturbance: Transition Pathways, Social Service Use, and Justice System Contact.

Degree: PhD, 2018, University of Rochester

 Purpose: The purposes of this study were first to identify and describe transition to adulthood pathways of youth with Serious Emotional Disturbance (SED) in regards… (more)

Subjects/Keywords: Transition to adulthood; Serious emotional disturbance; Adolescence; Social services; Justice system

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Walters, L. (2018). Transition to Adulthood for Youth with Serious Emotional Disturbance: Transition Pathways, Social Service Use, and Justice System Contact. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/33599

Chicago Manual of Style (16th Edition):

Walters, Leanne. “Transition to Adulthood for Youth with Serious Emotional Disturbance: Transition Pathways, Social Service Use, and Justice System Contact.” 2018. Doctoral Dissertation, University of Rochester. Accessed July 16, 2019. http://hdl.handle.net/1802/33599.

MLA Handbook (7th Edition):

Walters, Leanne. “Transition to Adulthood for Youth with Serious Emotional Disturbance: Transition Pathways, Social Service Use, and Justice System Contact.” 2018. Web. 16 Jul 2019.

Vancouver:

Walters L. Transition to Adulthood for Youth with Serious Emotional Disturbance: Transition Pathways, Social Service Use, and Justice System Contact. [Internet] [Doctoral dissertation]. University of Rochester; 2018. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1802/33599.

Council of Science Editors:

Walters L. Transition to Adulthood for Youth with Serious Emotional Disturbance: Transition Pathways, Social Service Use, and Justice System Contact. [Doctoral Dissertation]. University of Rochester; 2018. Available from: http://hdl.handle.net/1802/33599


Cleveland State University

22. Moisio, Mitchell D. The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program.

Degree: PhD, College of Education and Human Services, 2009, Cleveland State University

  This study investigated student outcomes by analyzing archival PEP client data from the Child and Adolescent Functional Assessment Scale (CAFAS; Hodges, 2000). Participants were… (more)

Subjects/Keywords: Education; Psychology; Behavior Disorders; CAFAS; Child and Adolescent Functional Assessment Scale; Emotional Disorders; Emotional Disturbance; Day Treatment; Outcomes

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APA (6th Edition):

Moisio, M. D. (2009). The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1249063801

Chicago Manual of Style (16th Edition):

Moisio, Mitchell D. “The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program.” 2009. Doctoral Dissertation, Cleveland State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1249063801.

MLA Handbook (7th Edition):

Moisio, Mitchell D. “The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program.” 2009. Web. 16 Jul 2019.

Vancouver:

Moisio MD. The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program. [Internet] [Doctoral dissertation]. Cleveland State University; 2009. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1249063801.

Council of Science Editors:

Moisio MD. The Utility of the Child and Adolescent Functional Assessment Scale (CAFAS) in Identifying Outcomes of Students with Emotional Disturbance Served in a Day Treatment Program. [Doctoral Dissertation]. Cleveland State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1249063801


University of Washington

23. Morris, Thomas Omer. Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED.

Degree: PhD, 2017, University of Washington

 This study examined data from the National Longitudinal Transition Study 2 (NLTS2) to determine if factors indicative of caring were predictive of high school graduation… (more)

Subjects/Keywords: EBD; ED; Emotional and Behavioral Disabilities; Emotional Disturbance; National Longitudinal Transition Study 2; NLTS2; Special education; To Be Assigned

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APA (6th Edition):

Morris, T. O. (2017). Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/39906

Chicago Manual of Style (16th Edition):

Morris, Thomas Omer. “Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED.” 2017. Doctoral Dissertation, University of Washington. Accessed July 16, 2019. http://hdl.handle.net/1773/39906.

MLA Handbook (7th Edition):

Morris, Thomas Omer. “Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED.” 2017. Web. 16 Jul 2019.

Vancouver:

Morris TO. Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED. [Internet] [Doctoral dissertation]. University of Washington; 2017. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/1773/39906.

Council of Science Editors:

Morris TO. Individual, Family, and School Factors Indicative of Caring: Predicting High School Graduation for NLTS2 Students with ED. [Doctoral Dissertation]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/39906


University of Texas – Austin

24. Kelly, John R., 1950-. The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders.

Degree: Special Education, 2010, University of Texas – Austin

 Historically, youth with emotional and behavioral disorders (EBD) have experienced higher rates of absenteeism, lower grade point averages, and higher course failure than their non-disabled… (more)

Subjects/Keywords: Self-determination; Self-regulation; Self-instruction; Problem solving; Choice making; Behavior; Emotional and behavioral disorder; Emotional disturbance; Adolescence; Special education

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APA (6th Edition):

Kelly, John R., 1. (2010). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/ETD-UT-2010-08-1666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Kelly, John R., 1950-. “The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders.” 2010. Thesis, University of Texas – Austin. Accessed July 16, 2019. http://hdl.handle.net/2152/ETD-UT-2010-08-1666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Kelly, John R., 1950-. “The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders.” 2010. Web. 16 Jul 2019.

Vancouver:

Kelly, John R. 1. The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. [Internet] [Thesis]. University of Texas – Austin; 2010. [cited 2019 Jul 16]. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kelly, John R. 1. The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. [Thesis]. University of Texas – Austin; 2010. Available from: http://hdl.handle.net/2152/ETD-UT-2010-08-1666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


University of South Carolina

25. Bryant, Jacinta Maria. Sea Island Cascades: An Analysis of Principals' and Teachers' Perceptions of Factors Related to The Overrepresentation of African American Males Identified as Having an Emotional Disability.

Degree: PhD, Educational Leadership and Policies, 2014, University of South Carolina

  The issue of the overrepresentation of African Americans in special education is a persistent concern that has negatively impacted African American male students, their… (more)

Subjects/Keywords: Education; Educational Administration and Supervision; african american males; emotional disability; emotional disturbance; overrepresentation; perceptions; special education

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APA (6th Edition):

Bryant, J. M. (2014). Sea Island Cascades: An Analysis of Principals' and Teachers' Perceptions of Factors Related to The Overrepresentation of African American Males Identified as Having an Emotional Disability. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/2647

Chicago Manual of Style (16th Edition):

Bryant, Jacinta Maria. “Sea Island Cascades: An Analysis of Principals' and Teachers' Perceptions of Factors Related to The Overrepresentation of African American Males Identified as Having an Emotional Disability.” 2014. Doctoral Dissertation, University of South Carolina. Accessed July 16, 2019. https://scholarcommons.sc.edu/etd/2647.

MLA Handbook (7th Edition):

Bryant, Jacinta Maria. “Sea Island Cascades: An Analysis of Principals' and Teachers' Perceptions of Factors Related to The Overrepresentation of African American Males Identified as Having an Emotional Disability.” 2014. Web. 16 Jul 2019.

Vancouver:

Bryant JM. Sea Island Cascades: An Analysis of Principals' and Teachers' Perceptions of Factors Related to The Overrepresentation of African American Males Identified as Having an Emotional Disability. [Internet] [Doctoral dissertation]. University of South Carolina; 2014. [cited 2019 Jul 16]. Available from: https://scholarcommons.sc.edu/etd/2647.

Council of Science Editors:

Bryant JM. Sea Island Cascades: An Analysis of Principals' and Teachers' Perceptions of Factors Related to The Overrepresentation of African American Males Identified as Having an Emotional Disability. [Doctoral Dissertation]. University of South Carolina; 2014. Available from: https://scholarcommons.sc.edu/etd/2647

26. Yu, Rondy. The Effectiveness of a Program for Students with Severe EBD in Restrictive Classroom Settings.

Degree: 2017, University of California – eScholarship, University of California

 The education of students struggling with emotional and behavioral disorders (EBD) continues to be a serious and challenging problem facing educators and school systems in… (more)

Subjects/Keywords: Educational psychology; Behavioral psychology; emotional and behavioral disorder; emotional disturbance; evaluation; positive behavior; program effectiveness; special education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Yu, R. (2017). The Effectiveness of a Program for Students with Severe EBD in Restrictive Classroom Settings. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/6g13c0fc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Yu, Rondy. “The Effectiveness of a Program for Students with Severe EBD in Restrictive Classroom Settings.” 2017. Thesis, University of California – eScholarship, University of California. Accessed July 16, 2019. http://www.escholarship.org/uc/item/6g13c0fc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Yu, Rondy. “The Effectiveness of a Program for Students with Severe EBD in Restrictive Classroom Settings.” 2017. Web. 16 Jul 2019.

Vancouver:

Yu R. The Effectiveness of a Program for Students with Severe EBD in Restrictive Classroom Settings. [Internet] [Thesis]. University of California – eScholarship, University of California; 2017. [cited 2019 Jul 16]. Available from: http://www.escholarship.org/uc/item/6g13c0fc.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Yu R. The Effectiveness of a Program for Students with Severe EBD in Restrictive Classroom Settings. [Thesis]. University of California – eScholarship, University of California; 2017. Available from: http://www.escholarship.org/uc/item/6g13c0fc

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Temple University

27. Coleman, Schehera. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed.

Degree: PhD, 2012, Temple University

School Psychology

Students who are diagnosed with an emotional disturbance experience the greatest levels of school failure and poor social outcomes after leaving school than… (more)

Subjects/Keywords: Psychology; Education; Behavior Rating Inventory of Executive Function; Emotional Disturbance; Executive Functioning

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APA (6th Edition):

Coleman, S. (2012). Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,159884

Chicago Manual of Style (16th Edition):

Coleman, Schehera. “Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed.” 2012. Doctoral Dissertation, Temple University. Accessed July 16, 2019. http://digital.library.temple.edu/u?/p245801coll10,159884.

MLA Handbook (7th Edition):

Coleman, Schehera. “Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed.” 2012. Web. 16 Jul 2019.

Vancouver:

Coleman S. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2019 Jul 16]. Available from: http://digital.library.temple.edu/u?/p245801coll10,159884.

Council of Science Editors:

Coleman S. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. [Doctoral Dissertation]. Temple University; 2012. Available from: http://digital.library.temple.edu/u?/p245801coll10,159884

28. Klug, Björn. Predicting forthcoming sleep disturbances - the role of emotional regulation.

Degree: Psychology and Social Work, 2012, Örebro University

The role of emotional regulation as a predictor for forthcoming sleep disturbances was investigated within the Prospective Investigations on Psychological Processes for Insomnia (PIPPI)… (more)

Subjects/Keywords: Sleep disturbance; emotional regulation; person oriented approach; Sömnstörningar; emotionell reglering; personorienterad ansats; Psychology; Psykologi

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APA (6th Edition):

Klug, B. (2012). Predicting forthcoming sleep disturbances - the role of emotional regulation. (Thesis). Örebro University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21305

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Klug, Björn. “Predicting forthcoming sleep disturbances - the role of emotional regulation.” 2012. Thesis, Örebro University. Accessed July 16, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21305.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Klug, Björn. “Predicting forthcoming sleep disturbances - the role of emotional regulation.” 2012. Web. 16 Jul 2019.

Vancouver:

Klug B. Predicting forthcoming sleep disturbances - the role of emotional regulation. [Internet] [Thesis]. Örebro University; 2012. [cited 2019 Jul 16]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21305.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Klug B. Predicting forthcoming sleep disturbances - the role of emotional regulation. [Thesis]. Örebro University; 2012. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-21305

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation


Cleveland State University

29. Callahan, John J. Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance.

Degree: PhD, College of Education and Human Services, 2011, Cleveland State University

 Research suggests a strong correlation linking academic achievement and mental health outcomes in children with emotional disturbance (ED) (Kauffman, 2005; U.S. Department of Education, 2006).… (more)

Subjects/Keywords: Mental Health; Special Education; Emotional Disturbance; Mental Health; KTEA-II; Ohio Scales; Academic Achievement

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Callahan, J. J. (2011). Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance. (Doctoral Dissertation). Cleveland State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=csu1327439942

Chicago Manual of Style (16th Edition):

Callahan, John J. “Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance.” 2011. Doctoral Dissertation, Cleveland State University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1327439942.

MLA Handbook (7th Edition):

Callahan, John J. “Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance.” 2011. Web. 16 Jul 2019.

Vancouver:

Callahan JJ. Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance. [Internet] [Doctoral dissertation]. Cleveland State University; 2011. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1327439942.

Council of Science Editors:

Callahan JJ. Academic Predictors of Mental Health Outcomes for Children and Youth with Emotional Disturbance. [Doctoral Dissertation]. Cleveland State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=csu1327439942


Miami University

30. Hofstadter, Kristi L. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.

Degree: Specialist in Education, School Psychology, 2007, Miami University

 Peers exert considerable influence on the behavior of one another, and positive peer reporting (PPR) has emerged as one method for successfully incorporating peer attention… (more)

Subjects/Keywords: positive peer reporting; disruptive behavior; emotional disturbance; peer-mediated; class-wide; behavioral intervention

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Hofstadter, K. L. (2007). Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124

Chicago Manual of Style (16th Edition):

Hofstadter, Kristi L. “Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.” 2007. Doctoral Dissertation, Miami University. Accessed July 16, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.

MLA Handbook (7th Edition):

Hofstadter, Kristi L. “Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance.” 2007. Web. 16 Jul 2019.

Vancouver:

Hofstadter KL. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. [Internet] [Doctoral dissertation]. Miami University; 2007. [cited 2019 Jul 16]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124.

Council of Science Editors:

Hofstadter KL. Class-wide Effects of Positive Peer Reporting on the Disruptive Behavior of Children with Emotional Disturbance. [Doctoral Dissertation]. Miami University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1183645124

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