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You searched for subject:(emotional disturbance). Showing records 1 – 30 of 94 total matches.

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University of Illinois – Chicago

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

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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Weisling NF. Experiences and Practices of General Education Teachers Supporting Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2013. [cited 2020 Nov 28]. 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


Mississippi State University

2. Lancaster, Amity M. Impact of diagnostic versus emotional disturbance label on preservice teacher expectations of student academic, behavior, and social outcomes.

Degree: PhD, Counseling, Educational Psychology, and Foundations, 2016, Mississippi State University

  The current study examined preservice teachers expectations for student academic, behavior, and social, outcomes using the <i>Prognostic Outlook Scale</i> (Thelen, Burns, & Christiansen, 2003).… (more)

Subjects/Keywords: teacher expectations; emotional disturbance; student outcomes; labeling

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APA (6th Edition):

Lancaster, A. M. (2016). Impact of diagnostic versus emotional disturbance label on preservice teacher expectations of student academic, behavior, and social outcomes. (Doctoral Dissertation). Mississippi State University. Retrieved from http://sun.library.msstate.edu/ETD-db/theses/available/etd-06232016-123135/ ;

Chicago Manual of Style (16th Edition):

Lancaster, Amity M. “Impact of diagnostic versus emotional disturbance label on preservice teacher expectations of student academic, behavior, and social outcomes.” 2016. Doctoral Dissertation, Mississippi State University. Accessed November 28, 2020. http://sun.library.msstate.edu/ETD-db/theses/available/etd-06232016-123135/ ;.

MLA Handbook (7th Edition):

Lancaster, Amity M. “Impact of diagnostic versus emotional disturbance label on preservice teacher expectations of student academic, behavior, and social outcomes.” 2016. Web. 28 Nov 2020.

Vancouver:

Lancaster AM. Impact of diagnostic versus emotional disturbance label on preservice teacher expectations of student academic, behavior, and social outcomes. [Internet] [Doctoral dissertation]. Mississippi State University; 2016. [cited 2020 Nov 28]. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06232016-123135/ ;.

Council of Science Editors:

Lancaster AM. Impact of diagnostic versus emotional disturbance label on preservice teacher expectations of student academic, behavior, and social outcomes. [Doctoral Dissertation]. Mississippi State University; 2016. Available from: http://sun.library.msstate.edu/ETD-db/theses/available/etd-06232016-123135/ ;


Boston University

3. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


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/6634

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 November 28, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/512268/rec/6634.

MLA Handbook (7th Edition):

Kelly, Conor. “The effectiveness of a district's social skills curriculum for students with disabilities.” 2014. Web. 28 Nov 2020.

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 2020 Nov 28]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/512268/rec/6634.

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/6634

5. 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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Hernandez H. Independent Study and the Circle of Courage: A Comprehensive Program Description . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Nov 28]. 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 California – Riverside

6. 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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Cravalho DA. ClassDojo as a Token Economy Method. [Internet] [Thesis]. University of California – Riverside; 2019. [cited 2020 Nov 28]. 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

7. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


UCLA

9. 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 (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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


University of Oregon

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

Degree: D.Ed., Department of Special Education and Clinical Sciences, 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. (Doctoral Dissertation). University of Oregon. Retrieved from http://hdl.handle.net/1794/23128

Chicago Manual of Style (16th Edition):

Knowles, Christen. “The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders.” 2018. Doctoral Dissertation, University of Oregon. Accessed November 28, 2020. http://hdl.handle.net/1794/23128.

MLA Handbook (7th Edition):

Knowles, Christen. “The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders.” 2018. Web. 28 Nov 2020.

Vancouver:

Knowles C. The association of Working Alliance and Classroom Adjustment for Students with Emotional and Behavioral Disorders. [Internet] [Doctoral dissertation]. University of Oregon; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1794/23128.

Council of Science Editors:

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


University of Rochester

11. 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 (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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Grape A. Outcomes of Systems of Care Services for Urban Children with Serious Emotional Disturbance. [Internet] [Doctoral dissertation]. University of Rochester; 2013. [cited 2020 Nov 28]. 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

12. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


Temple University

13. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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

14. 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 (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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Donnelly MW. Does Technology Elicit Desired Behaviors in Emotionally Disturbed Students?: Perceptions of Elementary Educators. [Internet] [Thesis]. Temple University; 2016. [cited 2020 Nov 28]. 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

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

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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Rodrigues MSNR. O Eu e o Nós. [Internet] [Thesis]. Universidade Fernando Pessoa; 2012. [cited 2020 Nov 28]. 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


Texas A&M University

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

Degree: PhD, Educational Psychology, 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 (6th Edition):

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

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. Doctoral Dissertation, Texas A&M University. Accessed November 28, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3169.

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. 28 Nov 2020.

Vancouver:

Carr George CE. The particpation and performance of students with emotional disturbance on state accountability assessment in reading. [Internet] [Doctoral dissertation]. Texas A&M University; 2009. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3169.

Council of Science Editors:

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


University of Illinois – Chicago

17. 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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Zurheide JL. Measuring Relationships of Teachers and Students with Emotional Disturbance. [Internet] [Thesis]. University of Illinois – Chicago; 2015. [cited 2020 Nov 28]. 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


Liberty University

18. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


California State University – Chico

19. 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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Hazard D. Severe Emotional Disturbance Rates in a Northern California Native American Tribal Community . [Internet] [Thesis]. California State University – Chico; 2011. [cited 2020 Nov 28]. 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


Duquesne University

20. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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

21. 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 (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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


University of Washington

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

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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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 South Carolina

23. 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 November 28, 2020. 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. 28 Nov 2020.

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 2020 Nov 28]. 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


Rochester Institute of Technology

24. Crane, Kathryn. The Inclusion of students with an emotional and behavioral disturbance (EBD) in regular education classrooms: A Survey of school psychologists in the United States.

Degree: Department of Psychology (CLA), 2003, Rochester Institute of Technology

 Current literature suggests that among students with disabilities, students with emotional and behavioral (EBD) disturbances are the most challenging to include. This study surveyed the… (more)

Subjects/Keywords: Emotional and Behavioral Disturbance; School psychology

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APA (6th Edition):

Crane, K. (2003). The Inclusion of students with an emotional and behavioral disturbance (EBD) in regular education classrooms: A Survey of school psychologists in the United States. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/6565

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):

Crane, Kathryn. “The Inclusion of students with an emotional and behavioral disturbance (EBD) in regular education classrooms: A Survey of school psychologists in the United States.” 2003. Thesis, Rochester Institute of Technology. Accessed November 28, 2020. https://scholarworks.rit.edu/theses/6565.

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

MLA Handbook (7th Edition):

Crane, Kathryn. “The Inclusion of students with an emotional and behavioral disturbance (EBD) in regular education classrooms: A Survey of school psychologists in the United States.” 2003. Web. 28 Nov 2020.

Vancouver:

Crane K. The Inclusion of students with an emotional and behavioral disturbance (EBD) in regular education classrooms: A Survey of school psychologists in the United States. [Internet] [Thesis]. Rochester Institute of Technology; 2003. [cited 2020 Nov 28]. Available from: https://scholarworks.rit.edu/theses/6565.

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

Council of Science Editors:

Crane K. The Inclusion of students with an emotional and behavioral disturbance (EBD) in regular education classrooms: A Survey of school psychologists in the United States. [Thesis]. Rochester Institute of Technology; 2003. Available from: https://scholarworks.rit.edu/theses/6565

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


Temple University

25. 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 November 28, 2020. 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. 28 Nov 2020.

Vancouver:

Coleman S. Examining The Pattern of Executive Functioning In Children Identified As Emotionally Disturbed. [Internet] [Doctoral dissertation]. Temple University; 2012. [cited 2020 Nov 28]. 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


Loyola University Chicago

26. Fidishin, Marianne J. Special Education Disproportionality through a Social Lens: A Mixed Methods Approach.

Degree: PhD, Education, 2016, Loyola University Chicago

  The disproportionate nature of special education, notably with African American students, is longstanding and most pronounced in judgmental eligibility categories such as intellectual disability… (more)

Subjects/Keywords: African American; Disproportionality; Eligibility; Emotional Disturbance; Social; Special Education; Special Education Administration

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APA (6th Edition):

Fidishin, M. J. (2016). Special Education Disproportionality through a Social Lens: A Mixed Methods Approach. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2585

Chicago Manual of Style (16th Edition):

Fidishin, Marianne J. “Special Education Disproportionality through a Social Lens: A Mixed Methods Approach.” 2016. Doctoral Dissertation, Loyola University Chicago. Accessed November 28, 2020. https://ecommons.luc.edu/luc_diss/2585.

MLA Handbook (7th Edition):

Fidishin, Marianne J. “Special Education Disproportionality through a Social Lens: A Mixed Methods Approach.” 2016. Web. 28 Nov 2020.

Vancouver:

Fidishin MJ. Special Education Disproportionality through a Social Lens: A Mixed Methods Approach. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2016. [cited 2020 Nov 28]. Available from: https://ecommons.luc.edu/luc_diss/2585.

Council of Science Editors:

Fidishin MJ. Special Education Disproportionality through a Social Lens: A Mixed Methods Approach. [Doctoral Dissertation]. Loyola University Chicago; 2016. Available from: https://ecommons.luc.edu/luc_diss/2585


University of Georgia

27. Gilford, John William. Modeling change in behavioral and emotional symptoms of serious emotional disturbance in children and adolescents : a two-level growth curve analysis.

Degree: 2014, University of Georgia

 Traditionally, outcome studies in the behavioral sciences have focused primarily on determining the degree to which specific behaviors change as a result of intervention (amount… (more)

Subjects/Keywords: Children\'s mental health; Serious emotional disturbance; Hierarchical linear modeling; Predictors of change

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APA (6th Edition):

Gilford, J. W. (2014). Modeling change in behavioral and emotional symptoms of serious emotional disturbance in children and adolescents : a two-level growth curve analysis. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/29580

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):

Gilford, John William. “Modeling change in behavioral and emotional symptoms of serious emotional disturbance in children and adolescents : a two-level growth curve analysis.” 2014. Thesis, University of Georgia. Accessed November 28, 2020. http://hdl.handle.net/10724/29580.

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

MLA Handbook (7th Edition):

Gilford, John William. “Modeling change in behavioral and emotional symptoms of serious emotional disturbance in children and adolescents : a two-level growth curve analysis.” 2014. Web. 28 Nov 2020.

Vancouver:

Gilford JW. Modeling change in behavioral and emotional symptoms of serious emotional disturbance in children and adolescents : a two-level growth curve analysis. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/10724/29580.

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

Council of Science Editors:

Gilford JW. Modeling change in behavioral and emotional symptoms of serious emotional disturbance in children and adolescents : a two-level growth curve analysis. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/29580

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


Vanderbilt University

28. Hollo, Alexandra Elizabeth. Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior.

Degree: PhD, Special Education, 2013, Vanderbilt University

 Teachers’ oral language use may be an important factor in student performance, particularly for students with problem behavior and low language skills. To determine whether… (more)

Subjects/Keywords: verbal behavior; oral language; Teacher talk; classroom communication; emotional disturbance; behavior disorder; at-risk

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

APA (6th Edition):

Hollo, A. E. (2013). Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior. (Doctoral Dissertation). Vanderbilt University. Retrieved from http://hdl.handle.net/1803/12898

Chicago Manual of Style (16th Edition):

Hollo, Alexandra Elizabeth. “Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior.” 2013. Doctoral Dissertation, Vanderbilt University. Accessed November 28, 2020. http://hdl.handle.net/1803/12898.

MLA Handbook (7th Edition):

Hollo, Alexandra Elizabeth. “Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior.” 2013. Web. 28 Nov 2020.

Vancouver:

Hollo AE. Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior. [Internet] [Doctoral dissertation]. Vanderbilt University; 2013. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/1803/12898.

Council of Science Editors:

Hollo AE. Teacher Talk in General and Special Education Classrooms That Included Children with Problem Behavior. [Doctoral Dissertation]. Vanderbilt University; 2013. Available from: http://hdl.handle.net/1803/12898


Western Kentucky University

29. Hestand, Morgan E. The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals.

Degree: Specialist in Education, Department of Psychology, 2018, Western Kentucky University

  The current study examined the most common reason for behavioral referrals and the effects of student gender, teacher age, teacher experience, and school setting… (more)

Subjects/Keywords: emotional disturbance; special education; Gender Equity in Education; School Psychology; Special Education and Teaching

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

APA (6th Edition):

Hestand, M. E. (2018). The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3041

Chicago Manual of Style (16th Edition):

Hestand, Morgan E. “The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals.” 2018. Masters Thesis, Western Kentucky University. Accessed November 28, 2020. https://digitalcommons.wku.edu/theses/3041.

MLA Handbook (7th Edition):

Hestand, Morgan E. “The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals.” 2018. Web. 28 Nov 2020.

Vancouver:

Hestand ME. The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2020 Nov 28]. Available from: https://digitalcommons.wku.edu/theses/3041.

Council of Science Editors:

Hestand ME. The Effects of Teacher Demographics, Self-Efficacy, and Student Gender on Behavioral Referrals. [Masters Thesis]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/theses/3041

30. Bosco, Arlene F. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.

Degree: EdD, School of Education, 2018, Northeastern University

 Abstract Students with emotional disturbance continue to have the most dismal outcomes when compared to all other groups of students. Addressing their complex and significant… (more)

Subjects/Keywords: curriculum; students with emotional disturbance; teacher beliefs; teacher experiences; Educational psychology; Secondary education; Teacher education

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

APA (6th Edition):

Bosco, A. F. (2018). Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20315061

Chicago Manual of Style (16th Edition):

Bosco, Arlene F. “Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.” 2018. Doctoral Dissertation, Northeastern University. Accessed November 28, 2020. http://hdl.handle.net/2047/D20315061.

MLA Handbook (7th Edition):

Bosco, Arlene F. “Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis.” 2018. Web. 28 Nov 2020.

Vancouver:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2020 Nov 28]. Available from: http://hdl.handle.net/2047/D20315061.

Council of Science Editors:

Bosco AF. Secondary Level Teachers Of Students With Emotional Disturbance: An Interpretative Phenomenological Analysis. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20315061

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