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You searched for subject:(emotionally disturbed). Showing records 1 – 30 of 34 total matches.

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Texas A&M University

1. Harvey, Kimberly Temple. Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math.

Degree: 2009, Texas A&M University

 Educational policy mandates student participation in statewide accountability assessments with the expectation that students achieve proficiency on content objectives. Demonstrating proficiency may be most difficult… (more)

Subjects/Keywords: Emotionally Disturbed; Accountability; Assessment

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APA (6th Edition):

Harvey, K. T. (2009). Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-3170

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):

Harvey, Kimberly Temple. “Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math.” 2009. Thesis, Texas A&M University. Accessed January 19, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-3170.

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

MLA Handbook (7th Edition):

Harvey, Kimberly Temple. “Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math.” 2009. Web. 19 Jan 2020.

Vancouver:

Harvey KT. Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3170.

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

Council of Science Editors:

Harvey KT. Assessment and accountability: factors that influence the participation and performance of students with an emotional disturbance on a statewide accountability assessment in math. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-3170

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

2. Kondo-Legan, Vala. Exploration of Disorganized Attachment in Emotionally Disturbed Children Through Art Therapy: Case Studies at a Therapeutic School.

Degree: MA, Marital and Family Therapy, 2012, Loyola Marymount University

  This study explores the process by which emotionally disturbed children attach to a new therapist during the first stage of art therapy. Observations center… (more)

Subjects/Keywords: Attachment; Emotionally Disturbed; Art Therapy; Children

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APA (6th Edition):

Kondo-Legan, V. (2012). Exploration of Disorganized Attachment in Emotionally Disturbed Children Through Art Therapy: Case Studies at a Therapeutic School. (Masters Thesis). Loyola Marymount University. Retrieved from http://digitalcommons.lmu.edu/etd/102

Chicago Manual of Style (16th Edition):

Kondo-Legan, Vala. “Exploration of Disorganized Attachment in Emotionally Disturbed Children Through Art Therapy: Case Studies at a Therapeutic School.” 2012. Masters Thesis, Loyola Marymount University. Accessed January 19, 2020. http://digitalcommons.lmu.edu/etd/102.

MLA Handbook (7th Edition):

Kondo-Legan, Vala. “Exploration of Disorganized Attachment in Emotionally Disturbed Children Through Art Therapy: Case Studies at a Therapeutic School.” 2012. Web. 19 Jan 2020.

Vancouver:

Kondo-Legan V. Exploration of Disorganized Attachment in Emotionally Disturbed Children Through Art Therapy: Case Studies at a Therapeutic School. [Internet] [Masters thesis]. Loyola Marymount University; 2012. [cited 2020 Jan 19]. Available from: http://digitalcommons.lmu.edu/etd/102.

Council of Science Editors:

Kondo-Legan V. Exploration of Disorganized Attachment in Emotionally Disturbed Children Through Art Therapy: Case Studies at a Therapeutic School. [Masters Thesis]. Loyola Marymount University; 2012. Available from: http://digitalcommons.lmu.edu/etd/102


California State University – Sacramento

3. Kress, Kristina Ruth. Emotionally disturbed students: an in-service training for general education teachers.

Degree: MA, Education (Special Education, 2011, California State University – Sacramento

 The integration of students identified with Emotional Behavior Disorders (EBD) is increasing in the general education setting. Teachers are in need of the necessary skills… (more)

Subjects/Keywords: Emotionally disturbed students; EBD; Emotional Behavior Disorders

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APA (6th Edition):

Kress, K. R. (2011). Emotionally disturbed students: an in-service training for general education teachers. (Masters Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.9/1227

Chicago Manual of Style (16th Edition):

Kress, Kristina Ruth. “Emotionally disturbed students: an in-service training for general education teachers.” 2011. Masters Thesis, California State University – Sacramento. Accessed January 19, 2020. http://hdl.handle.net/10211.9/1227.

MLA Handbook (7th Edition):

Kress, Kristina Ruth. “Emotionally disturbed students: an in-service training for general education teachers.” 2011. Web. 19 Jan 2020.

Vancouver:

Kress KR. Emotionally disturbed students: an in-service training for general education teachers. [Internet] [Masters thesis]. California State University – Sacramento; 2011. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10211.9/1227.

Council of Science Editors:

Kress KR. Emotionally disturbed students: an in-service training for general education teachers. [Masters Thesis]. California State University – Sacramento; 2011. Available from: http://hdl.handle.net/10211.9/1227


Temple University

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

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 January 19, 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. 19 Jan 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 Jan 19]. 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

5. Gold, Jason. Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective .

Degree: 2012, California State University – San Marcos

 This study delves into the perspectives of five general education teachers regarding the process of inclusion for students from a Special Day Class for emotional… (more)

Subjects/Keywords: IEP; Special Education; Specific Learning Disability; Emotionally Disturbed

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APA (6th Edition):

Gold, J. (2012). Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective . (Thesis). California State University – San Marcos. Retrieved from http://hdl.handle.net/10211.8/137

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):

Gold, Jason. “Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective .” 2012. Thesis, California State University – San Marcos. Accessed January 19, 2020. http://hdl.handle.net/10211.8/137.

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

MLA Handbook (7th Edition):

Gold, Jason. “Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective .” 2012. Web. 19 Jan 2020.

Vancouver:

Gold J. Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective . [Internet] [Thesis]. California State University – San Marcos; 2012. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10211.8/137.

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

Council of Science Editors:

Gold J. Inclusion for Students with Emotional and Behavioral Disturbance: The General Education Teacher's Perspective . [Thesis]. California State University – San Marcos; 2012. Available from: http://hdl.handle.net/10211.8/137

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


Boston University

6. Loew, Harriet Yetta. Review of the literature concerning the education of emotionally disturbed children.

Degree: MEd, Education, 1963, Boston University

Subjects/Keywords: Children; Emotionally disturbed children; Education

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APA (6th Edition):

Loew, H. Y. (1963). Review of the literature concerning the education of emotionally disturbed children. (Masters Thesis). Boston University. Retrieved from http://hdl.handle.net/2144/30138

Chicago Manual of Style (16th Edition):

Loew, Harriet Yetta. “Review of the literature concerning the education of emotionally disturbed children.” 1963. Masters Thesis, Boston University. Accessed January 19, 2020. http://hdl.handle.net/2144/30138.

MLA Handbook (7th Edition):

Loew, Harriet Yetta. “Review of the literature concerning the education of emotionally disturbed children.” 1963. Web. 19 Jan 2020.

Vancouver:

Loew HY. Review of the literature concerning the education of emotionally disturbed children. [Internet] [Masters thesis]. Boston University; 1963. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/2144/30138.

Council of Science Editors:

Loew HY. Review of the literature concerning the education of emotionally disturbed children. [Masters Thesis]. Boston University; 1963. Available from: http://hdl.handle.net/2144/30138


Brigham Young University

7. Putnam, Emily Ruth Smith. Utilizing Focus Groups to Determine Clinical Perceptions of Assessment Needs.

Degree: PhD, 2011, Brigham Young University

  There has been a recent trend towards increasing accountability of mental health care providers through the use of treatment outcome measures, in order to… (more)

Subjects/Keywords: outcome; severely emotionally disturbed; SED; focus group; collaboration; communication; continuity of care; accountability; Psychology

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APA (6th Edition):

Putnam, E. R. S. (2011). Utilizing Focus Groups to Determine Clinical Perceptions of Assessment Needs. (Doctoral Dissertation). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3803&context=etd

Chicago Manual of Style (16th Edition):

Putnam, Emily Ruth Smith. “Utilizing Focus Groups to Determine Clinical Perceptions of Assessment Needs.” 2011. Doctoral Dissertation, Brigham Young University. Accessed January 19, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3803&context=etd.

MLA Handbook (7th Edition):

Putnam, Emily Ruth Smith. “Utilizing Focus Groups to Determine Clinical Perceptions of Assessment Needs.” 2011. Web. 19 Jan 2020.

Vancouver:

Putnam ERS. Utilizing Focus Groups to Determine Clinical Perceptions of Assessment Needs. [Internet] [Doctoral dissertation]. Brigham Young University; 2011. [cited 2020 Jan 19]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3803&context=etd.

Council of Science Editors:

Putnam ERS. Utilizing Focus Groups to Determine Clinical Perceptions of Assessment Needs. [Doctoral Dissertation]. Brigham Young University; 2011. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3803&context=etd


California State University – Northridge

8. Barak, Liorah. Emotionally disturbed children in different milieu.

Degree: MA, Department of Education, 1984, California State University – Northridge

 The western modern nuclear family exists both in Los Angeles and in the Kibbutz. What impact have the Kibbutz's special life style, and the different… (more)

Subjects/Keywords: Emotionally disturbed children; Dissertations, Academic  – CSUN  – Education

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APA (6th Edition):

Barak, L. (1984). Emotionally disturbed children in different milieu. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/128566

Chicago Manual of Style (16th Edition):

Barak, Liorah. “Emotionally disturbed children in different milieu.” 1984. Masters Thesis, California State University – Northridge. Accessed January 19, 2020. http://hdl.handle.net/10211.3/128566.

MLA Handbook (7th Edition):

Barak, Liorah. “Emotionally disturbed children in different milieu.” 1984. Web. 19 Jan 2020.

Vancouver:

Barak L. Emotionally disturbed children in different milieu. [Internet] [Masters thesis]. California State University – Northridge; 1984. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10211.3/128566.

Council of Science Editors:

Barak L. Emotionally disturbed children in different milieu. [Masters Thesis]. California State University – Northridge; 1984. Available from: http://hdl.handle.net/10211.3/128566


California State University – Northridge

9. Dinowitz, Jerry Alan. The development of a behavior management program for severely emotionally disturbed children that parents can implement for the behavior of tantruming.

Degree: MA, Department of Education, 1984, California State University – Northridge

 This study has attempted to develop a behavioral hierarchy for parents of severely emotionally disturbed children. Based on the principles of behavioral learning theory a… (more)

Subjects/Keywords: Emotionally disturbed children; Dissertations, Academic  – CSUN  – Education

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APA (6th Edition):

Dinowitz, J. A. (1984). The development of a behavior management program for severely emotionally disturbed children that parents can implement for the behavior of tantruming. (Masters Thesis). California State University – Northridge. Retrieved from http://hdl.handle.net/10211.3/129006

Chicago Manual of Style (16th Edition):

Dinowitz, Jerry Alan. “The development of a behavior management program for severely emotionally disturbed children that parents can implement for the behavior of tantruming.” 1984. Masters Thesis, California State University – Northridge. Accessed January 19, 2020. http://hdl.handle.net/10211.3/129006.

MLA Handbook (7th Edition):

Dinowitz, Jerry Alan. “The development of a behavior management program for severely emotionally disturbed children that parents can implement for the behavior of tantruming.” 1984. Web. 19 Jan 2020.

Vancouver:

Dinowitz JA. The development of a behavior management program for severely emotionally disturbed children that parents can implement for the behavior of tantruming. [Internet] [Masters thesis]. California State University – Northridge; 1984. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/10211.3/129006.

Council of Science Editors:

Dinowitz JA. The development of a behavior management program for severely emotionally disturbed children that parents can implement for the behavior of tantruming. [Masters Thesis]. California State University – Northridge; 1984. Available from: http://hdl.handle.net/10211.3/129006


University of Cincinnati

10. LAWLESS FRANK, CATHERINE MARY. A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS.

Degree: EdD, Education : Special Education, 2004, University of Cincinnati

 This study investigated the comprehension of four forms of negation in children with and without psychiatric disorders. The study involved the use of short scenarios… (more)

Subjects/Keywords: Education, Special; Negation; Psychiatric Disorders; Emotionally Disturbed

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APA (6th Edition):

LAWLESS FRANK, C. M. (2004). A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1078416077

Chicago Manual of Style (16th Edition):

LAWLESS FRANK, CATHERINE MARY. “A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS.” 2004. Doctoral Dissertation, University of Cincinnati. Accessed January 19, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1078416077.

MLA Handbook (7th Edition):

LAWLESS FRANK, CATHERINE MARY. “A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS.” 2004. Web. 19 Jan 2020.

Vancouver:

LAWLESS FRANK CM. A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS. [Internet] [Doctoral dissertation]. University of Cincinnati; 2004. [cited 2020 Jan 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1078416077.

Council of Science Editors:

LAWLESS FRANK CM. A STUDY OF NEGATION IN CHILDREN WITH AND WITHOUT PSYCHIATRIC DISORDERS. [Doctoral Dissertation]. University of Cincinnati; 2004. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1078416077

11. Cooksey, James Roy. An Investigation of I.Q. and Achievement Score Increase in Classes for the Emotionally Disturbed and Minimally Brain Injured as a Result of Operant Conditions Using Tangible Reinforcers.

Degree: 1973, North Texas State University

This study was an objective investigation of an operant program in behavior modification using tangible reinforoers, which was conducted in two Special Education classes in the Denton Independent School District. Advisors/Committee Members: Cox, Samuel H., Hamilton, F. Sidney.

Subjects/Keywords: behavior modification; tangible reinforcers; minimally brain injured; emotionally disturbed

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APA (6th Edition):

Cooksey, J. R. (1973). An Investigation of I.Q. and Achievement Score Increase in Classes for the Emotionally Disturbed and Minimally Brain Injured as a Result of Operant Conditions Using Tangible Reinforcers. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc131636/

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):

Cooksey, James Roy. “An Investigation of I.Q. and Achievement Score Increase in Classes for the Emotionally Disturbed and Minimally Brain Injured as a Result of Operant Conditions Using Tangible Reinforcers.” 1973. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc131636/.

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

MLA Handbook (7th Edition):

Cooksey, James Roy. “An Investigation of I.Q. and Achievement Score Increase in Classes for the Emotionally Disturbed and Minimally Brain Injured as a Result of Operant Conditions Using Tangible Reinforcers.” 1973. Web. 19 Jan 2020.

Vancouver:

Cooksey JR. An Investigation of I.Q. and Achievement Score Increase in Classes for the Emotionally Disturbed and Minimally Brain Injured as a Result of Operant Conditions Using Tangible Reinforcers. [Internet] [Thesis]. North Texas State University; 1973. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc131636/.

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

Council of Science Editors:

Cooksey JR. An Investigation of I.Q. and Achievement Score Increase in Classes for the Emotionally Disturbed and Minimally Brain Injured as a Result of Operant Conditions Using Tangible Reinforcers. [Thesis]. North Texas State University; 1973. Available from: https://digital.library.unt.edu/ark:/67531/metadc131636/

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

12. Patton, Patricia L. The effects of rational behavior training of emotionally disturbed adolescents in an alternative school setting.

Degree: 1977, North Texas State University

 The rational emotive psychology movement has contributed significantly to the development of training approaches to explore the behavioral characteristics and emotional dynamics of full and… (more)

Subjects/Keywords: rational emotive behavior therapy; adolescent psychotherapy; emotionally disturbed adolescents

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APA (6th Edition):

Patton, P. L. (1977). The effects of rational behavior training of emotionally disturbed adolescents in an alternative school setting. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332614/

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):

Patton, Patricia L. “The effects of rational behavior training of emotionally disturbed adolescents in an alternative school setting.” 1977. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc332614/.

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

MLA Handbook (7th Edition):

Patton, Patricia L. “The effects of rational behavior training of emotionally disturbed adolescents in an alternative school setting.” 1977. Web. 19 Jan 2020.

Vancouver:

Patton PL. The effects of rational behavior training of emotionally disturbed adolescents in an alternative school setting. [Internet] [Thesis]. North Texas State University; 1977. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332614/.

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

Council of Science Editors:

Patton PL. The effects of rational behavior training of emotionally disturbed adolescents in an alternative school setting. [Thesis]. North Texas State University; 1977. Available from: https://digital.library.unt.edu/ark:/67531/metadc332614/

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


Utah State University

13. Kaeck, Daniel James. The Modification of Emotionally Disturbed Behavior Through Teacher and Peer Training.

Degree: PhD, Psychology, 1978, Utah State University

  The purpose of the present investigation was to develop and field test a practical program for the mainstreaming of behaviorally disturbed childred into regular… (more)

Subjects/Keywords: modification; emotionally disturbed behavior; teacher; peer; training; Psychology

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APA (6th Edition):

Kaeck, D. J. (1978). The Modification of Emotionally Disturbed Behavior Through Teacher and Peer Training. (Doctoral Dissertation). Utah State University. Retrieved from https://digitalcommons.usu.edu/etd/5818

Chicago Manual of Style (16th Edition):

Kaeck, Daniel James. “The Modification of Emotionally Disturbed Behavior Through Teacher and Peer Training.” 1978. Doctoral Dissertation, Utah State University. Accessed January 19, 2020. https://digitalcommons.usu.edu/etd/5818.

MLA Handbook (7th Edition):

Kaeck, Daniel James. “The Modification of Emotionally Disturbed Behavior Through Teacher and Peer Training.” 1978. Web. 19 Jan 2020.

Vancouver:

Kaeck DJ. The Modification of Emotionally Disturbed Behavior Through Teacher and Peer Training. [Internet] [Doctoral dissertation]. Utah State University; 1978. [cited 2020 Jan 19]. Available from: https://digitalcommons.usu.edu/etd/5818.

Council of Science Editors:

Kaeck DJ. The Modification of Emotionally Disturbed Behavior Through Teacher and Peer Training. [Doctoral Dissertation]. Utah State University; 1978. Available from: https://digitalcommons.usu.edu/etd/5818

14. Blair, William B. A Survey to Determine Current Practices and Procedures in Counseling in Residential Treatment Centers for Emotionally Disturbed Children.

Degree: 1958, North Texas State College

 Since this is a survey to determine the current practices and procedures of counseling in residential treatment centers for emotionally disturbed children, the problem of… (more)

Subjects/Keywords: counseling; residential treatment centers; emotionally disturbed children; Child psychotherapy  – Residential treatment.

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APA (6th Edition):

Blair, W. B. (1958). A Survey to Determine Current Practices and Procedures in Counseling in Residential Treatment Centers for Emotionally Disturbed Children. (Thesis). North Texas State College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc107996/

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):

Blair, William B. “A Survey to Determine Current Practices and Procedures in Counseling in Residential Treatment Centers for Emotionally Disturbed Children.” 1958. Thesis, North Texas State College. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc107996/.

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

MLA Handbook (7th Edition):

Blair, William B. “A Survey to Determine Current Practices and Procedures in Counseling in Residential Treatment Centers for Emotionally Disturbed Children.” 1958. Web. 19 Jan 2020.

Vancouver:

Blair WB. A Survey to Determine Current Practices and Procedures in Counseling in Residential Treatment Centers for Emotionally Disturbed Children. [Internet] [Thesis]. North Texas State College; 1958. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc107996/.

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

Council of Science Editors:

Blair WB. A Survey to Determine Current Practices and Procedures in Counseling in Residential Treatment Centers for Emotionally Disturbed Children. [Thesis]. North Texas State College; 1958. Available from: https://digital.library.unt.edu/ark:/67531/metadc107996/

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


Florida International University

15. Gonzalez, Liana. Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities.

Degree: Exceptional Student Education, 2010, Florida International University

  Dropout rates impacting students with high-incidence disabilities in American schools remain staggering (Bost, 2006; Hehir, 2005). Of this group, students with Emotional Behavioral Disorders… (more)

Subjects/Keywords: class placement; inclusion; special education; Learning Disabilities; Emotionally Disturbed; dropout; graduation

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APA (6th Edition):

Gonzalez, L. (2010). Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/175 ; 10.25148/etd.FI10041610 ; FI10041610

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):

Gonzalez, Liana. “Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities.” 2010. Thesis, Florida International University. Accessed January 19, 2020. https://digitalcommons.fiu.edu/etd/175 ; 10.25148/etd.FI10041610 ; FI10041610.

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

MLA Handbook (7th Edition):

Gonzalez, Liana. “Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities.” 2010. Web. 19 Jan 2020.

Vancouver:

Gonzalez L. Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities. [Internet] [Thesis]. Florida International University; 2010. [cited 2020 Jan 19]. Available from: https://digitalcommons.fiu.edu/etd/175 ; 10.25148/etd.FI10041610 ; FI10041610.

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

Council of Science Editors:

Gonzalez L. Class Placement and Academic and Behavioral Variables as Predictors of Graduation for Students with Disabilities. [Thesis]. Florida International University; 2010. Available from: https://digitalcommons.fiu.edu/etd/175 ; 10.25148/etd.FI10041610 ; FI10041610

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


Western Kentucky University

16. Phillips, Vicki. The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development.

Degree: MA, Department of Psychology, 1987, Western Kentucky University

Subjects/Keywords: emotional problems in children; mentally ill children; emotionally disturbed children; Kentucky educational needs of emotionally disturbed children; Child Psychology; Disability and Equity in Education; Psychology; Special Education and Teaching

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APA (6th Edition):

Phillips, V. (1987). The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/119

Chicago Manual of Style (16th Edition):

Phillips, Vicki. “The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development.” 1987. Masters Thesis, Western Kentucky University. Accessed January 19, 2020. https://digitalcommons.wku.edu/theses/119.

MLA Handbook (7th Edition):

Phillips, Vicki. “The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development.” 1987. Web. 19 Jan 2020.

Vancouver:

Phillips V. The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development. [Internet] [Masters thesis]. Western Kentucky University; 1987. [cited 2020 Jan 19]. Available from: https://digitalcommons.wku.edu/theses/119.

Council of Science Editors:

Phillips V. The Application of Program Evaluation Techniques to Improve Services for Emotionally Disturbed Children and Youth in Kentucky: Discussion of a Statewide Needs Analysis Model and A Framework for Program Development. [Masters Thesis]. Western Kentucky University; 1987. Available from: https://digitalcommons.wku.edu/theses/119


Seton Hall University

17. Grayson, Marcia C. The Description Of Self-Esteem In Emotionally Disturbed Adolescents Participating In Service-Learning.

Degree: EdD Education Leadership, Management and Policy, Education Studies, 2002, Seton Hall University

. Advisors/Committee Members: Mary F Ruzicka, John Collins, Mark Raivetz.

Subjects/Keywords: Health and environmental sciences; Education; Self-esteem; Emotionally disturbed; Adolescents; Service-learning; Special Education and Teaching

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APA (6th Edition):

Grayson, M. C. (2002). The Description Of Self-Esteem In Emotionally Disturbed Adolescents Participating In Service-Learning. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/1520

Chicago Manual of Style (16th Edition):

Grayson, Marcia C. “The Description Of Self-Esteem In Emotionally Disturbed Adolescents Participating In Service-Learning.” 2002. Doctoral Dissertation, Seton Hall University. Accessed January 19, 2020. http://scholarship.shu.edu/dissertations/1520.

MLA Handbook (7th Edition):

Grayson, Marcia C. “The Description Of Self-Esteem In Emotionally Disturbed Adolescents Participating In Service-Learning.” 2002. Web. 19 Jan 2020.

Vancouver:

Grayson MC. The Description Of Self-Esteem In Emotionally Disturbed Adolescents Participating In Service-Learning. [Internet] [Doctoral dissertation]. Seton Hall University; 2002. [cited 2020 Jan 19]. Available from: http://scholarship.shu.edu/dissertations/1520.

Council of Science Editors:

Grayson MC. The Description Of Self-Esteem In Emotionally Disturbed Adolescents Participating In Service-Learning. [Doctoral Dissertation]. Seton Hall University; 2002. Available from: http://scholarship.shu.edu/dissertations/1520

18. Donahue, Catherine A. (Catherine Ann). An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students.

Degree: 1983, North Texas State University

 The teacher of the emotionally disturbed student must provide an educational setting for pupils unable, or unwilling, to appropriately interact within the regular educational setting.… (more)

Subjects/Keywords: emotionally disturbed students; class management; teaching styles; mentally ill students; Classroom management.; Mentally ill children  – Education.

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APA (6th Edition):

Donahue, C. A. (. A. (1983). An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc330796/

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):

Donahue, Catherine A (Catherine Ann). “An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students.” 1983. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc330796/.

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

MLA Handbook (7th Edition):

Donahue, Catherine A (Catherine Ann). “An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students.” 1983. Web. 19 Jan 2020.

Vancouver:

Donahue CA(A. An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students. [Internet] [Thesis]. North Texas State University; 1983. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc330796/.

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

Council of Science Editors:

Donahue CA(A. An Analysis of Classroom Management Procedures Utilized by Teachers of Emotionally Disturbed Students. [Thesis]. North Texas State University; 1983. Available from: https://digital.library.unt.edu/ark:/67531/metadc330796/

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

19. Pullen, Patrick Wilson. Changes in Personality Traits Following an Intensive In-Service Para-Professional Counseling-Aide Program.

Degree: 1972, North Texas State University

 The primary purpose of the study was to determine the effectiveness of an intensive, in-service training program for modifying selected personality traits among para-professional counselor… (more)

Subjects/Keywords: modifying personality traits; Student counselors, training of.; Personality.; job training; counselor aides; emotionally disturbed youth

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APA (6th Edition):

Pullen, P. W. (1972). Changes in Personality Traits Following an Intensive In-Service Para-Professional Counseling-Aide Program. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc500245/

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):

Pullen, Patrick Wilson. “Changes in Personality Traits Following an Intensive In-Service Para-Professional Counseling-Aide Program.” 1972. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc500245/.

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

MLA Handbook (7th Edition):

Pullen, Patrick Wilson. “Changes in Personality Traits Following an Intensive In-Service Para-Professional Counseling-Aide Program.” 1972. Web. 19 Jan 2020.

Vancouver:

Pullen PW. Changes in Personality Traits Following an Intensive In-Service Para-Professional Counseling-Aide Program. [Internet] [Thesis]. North Texas State University; 1972. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc500245/.

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

Council of Science Editors:

Pullen PW. Changes in Personality Traits Following an Intensive In-Service Para-Professional Counseling-Aide Program. [Thesis]. North Texas State University; 1972. Available from: https://digital.library.unt.edu/ark:/67531/metadc500245/

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

20. Ronalder, Ronnie Lee. The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students.

Degree: 1984, North Texas State University

 A number of authors have suggested recently that the behavioral characteristics and self-perceptions of learning disabled and emotionally disturbed children are so similar as to… (more)

Subjects/Keywords: learning disabled children; Mentally ill children  – Psychology.; Children with mental disabilities  – Psychology.; Self-perception in children.; emotionally disturbed children; self-concept

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APA (6th Edition):

Ronalder, R. L. (1984). The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc504596/

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):

Ronalder, Ronnie Lee. “The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students.” 1984. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc504596/.

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

MLA Handbook (7th Edition):

Ronalder, Ronnie Lee. “The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students.” 1984. Web. 19 Jan 2020.

Vancouver:

Ronalder RL. The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students. [Internet] [Thesis]. North Texas State University; 1984. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc504596/.

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

Council of Science Editors:

Ronalder RL. The Effects of School Performance on the Self-Concept and Locus of Control of Learning Disabled and Emotionally Disturbed Elementary Students. [Thesis]. North Texas State University; 1984. Available from: https://digital.library.unt.edu/ark:/67531/metadc504596/

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

21. Brown, Carl Hadley. The Bender-Gestalt Test and Its Relationships with Intelligence and Organicity in Neurologically Impaired and Emotionally Disturbed Children.

Degree: 1973, North Texas State University

 The purpose of the present study is to investigate the differences in performance of a sample of children with organically based test behavior and learning… (more)

Subjects/Keywords: children with mental disabilities; Bender-Gestalt Test.; Bender Gestalt; emotionally disturbed children; learning disabilities

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APA (6th Edition):

Brown, C. H. (1973). The Bender-Gestalt Test and Its Relationships with Intelligence and Organicity in Neurologically Impaired and Emotionally Disturbed Children. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc663267/

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):

Brown, Carl Hadley. “The Bender-Gestalt Test and Its Relationships with Intelligence and Organicity in Neurologically Impaired and Emotionally Disturbed Children.” 1973. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc663267/.

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

MLA Handbook (7th Edition):

Brown, Carl Hadley. “The Bender-Gestalt Test and Its Relationships with Intelligence and Organicity in Neurologically Impaired and Emotionally Disturbed Children.” 1973. Web. 19 Jan 2020.

Vancouver:

Brown CH. The Bender-Gestalt Test and Its Relationships with Intelligence and Organicity in Neurologically Impaired and Emotionally Disturbed Children. [Internet] [Thesis]. North Texas State University; 1973. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc663267/.

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

Council of Science Editors:

Brown CH. The Bender-Gestalt Test and Its Relationships with Intelligence and Organicity in Neurologically Impaired and Emotionally Disturbed Children. [Thesis]. North Texas State University; 1973. Available from: https://digital.library.unt.edu/ark:/67531/metadc663267/

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


University of North Texas

22. Thomson, Marty C. Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students.

Degree: 1998, University of North Texas

 The purpose of this study was to explore regular education student perceptions of the effects of implementing behavioral interventions for seriously emotionally disturbed students (SED)… (more)

Subjects/Keywords: seriously emotionally disturbed students; behavioral interventions; Mentally ill children  – Education.; Problem children  – Education.; Mainstreaming in education.

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APA (6th Edition):

Thomson, M. C. (1998). Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc277716/

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):

Thomson, Marty C. “Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students.” 1998. Thesis, University of North Texas. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc277716/.

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

MLA Handbook (7th Edition):

Thomson, Marty C. “Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students.” 1998. Web. 19 Jan 2020.

Vancouver:

Thomson MC. Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students. [Internet] [Thesis]. University of North Texas; 1998. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc277716/.

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

Council of Science Editors:

Thomson MC. Social Validation of Intervention Procedures for Emotionally Disturbed Students : Effects on Regular Education Students. [Thesis]. University of North Texas; 1998. Available from: https://digital.library.unt.edu/ark:/67531/metadc277716/

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

23. Turnage, Thomas A. (Thomas Albert). Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males.

Degree: 1984, North Texas State University

 This study addressed the attributional predispositions and specific attributions for success and failure of seriously emotionally disturbed adolescent males and nondisturbed, regular education adolescent males… (more)

Subjects/Keywords: scholastic success; academic success; emotionally disturbed males; behavioral disorders; mental illness; Control (Psychology); Adolescent psychology.; Prediction of scholastic success.

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APA (6th Edition):

Turnage, T. A. (. A. (1984). Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc331135/

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):

Turnage, Thomas A (Thomas Albert). “Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males.” 1984. Thesis, North Texas State University. Accessed January 19, 2020. https://digital.library.unt.edu/ark:/67531/metadc331135/.

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

MLA Handbook (7th Edition):

Turnage, Thomas A (Thomas Albert). “Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males.” 1984. Web. 19 Jan 2020.

Vancouver:

Turnage TA(A. Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males. [Internet] [Thesis]. North Texas State University; 1984. [cited 2020 Jan 19]. Available from: https://digital.library.unt.edu/ark:/67531/metadc331135/.

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

Council of Science Editors:

Turnage TA(A. Attributional Predispositions and Attributions for Success and Failure Among Seriously Emotionally Disturbed Adolescent Males and Nondisturbed Regular Education Adolescent Males. [Thesis]. North Texas State University; 1984. Available from: https://digital.library.unt.edu/ark:/67531/metadc331135/

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

24. Cushing, Michael. Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives.

Degree: EdD, School of Education, 2017, Northeastern University

 The main objective of this study was to identify and document the perspectives of two urban public high schools as they relate to meeting the… (more)

Subjects/Keywords: placement; supports; emotionally disturbed; individualized education plan; least restrictive environment; positive behavioral intervention supports

…studied, examined, and researched emotionally disturbed (ED) students’ trajectories… …emotionally disturbed (ED) students. These school facilities are placing ED students in… …x29; identified a new group of children whom they deemed “emotionally disturbed” that this… …emotionally disturbed children. Unfortunately, our country was not prepared to handle or educate… …as emotionally disturbed dropped out of school. In the 2000–2001 school year, there were… 

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APA (6th Edition):

Cushing, M. (2017). Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20259202

Chicago Manual of Style (16th Edition):

Cushing, Michael. “Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives.” 2017. Doctoral Dissertation, Northeastern University. Accessed January 19, 2020. http://hdl.handle.net/2047/D20259202.

MLA Handbook (7th Edition):

Cushing, Michael. “Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives.” 2017. Web. 19 Jan 2020.

Vancouver:

Cushing M. Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Jan 19]. Available from: http://hdl.handle.net/2047/D20259202.

Council of Science Editors:

Cushing M. Meeting the needs of Emotionally Disturbed (ED) students in public high schools: two high schools' perspectives. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20259202

25. Sheppard, Vanessa B. A Comparison of Factors Associated With Referrals, Service Placements and Length of Service for African-American and Caucasian Youth With Serious Emotional and Behavioral Disturbances Served Through the Comprehensive Services Act in Virginia.

Degree: PhD, 1997, Old Dominion University

  Despite the efficacy of community-based treatment, many emotionally and behaviorally disturbed youth still receive restrictive service placements. This is quite problematic for minority youth… (more)

Subjects/Keywords: Emotionally disturbed; Problem youth; Youth services; Behavior disorders; Mental and Social Health; Social Work

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APA (6th Edition):

Sheppard, V. B. (1997). A Comparison of Factors Associated With Referrals, Service Placements and Length of Service for African-American and Caucasian Youth With Serious Emotional and Behavioral Disturbances Served Through the Comprehensive Services Act in Virginia. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780591603965 ; https://digitalcommons.odu.edu/healthservices_etds/81

Chicago Manual of Style (16th Edition):

Sheppard, Vanessa B. “A Comparison of Factors Associated With Referrals, Service Placements and Length of Service for African-American and Caucasian Youth With Serious Emotional and Behavioral Disturbances Served Through the Comprehensive Services Act in Virginia.” 1997. Doctoral Dissertation, Old Dominion University. Accessed January 19, 2020. 9780591603965 ; https://digitalcommons.odu.edu/healthservices_etds/81.

MLA Handbook (7th Edition):

Sheppard, Vanessa B. “A Comparison of Factors Associated With Referrals, Service Placements and Length of Service for African-American and Caucasian Youth With Serious Emotional and Behavioral Disturbances Served Through the Comprehensive Services Act in Virginia.” 1997. Web. 19 Jan 2020.

Vancouver:

Sheppard VB. A Comparison of Factors Associated With Referrals, Service Placements and Length of Service for African-American and Caucasian Youth With Serious Emotional and Behavioral Disturbances Served Through the Comprehensive Services Act in Virginia. [Internet] [Doctoral dissertation]. Old Dominion University; 1997. [cited 2020 Jan 19]. Available from: 9780591603965 ; https://digitalcommons.odu.edu/healthservices_etds/81.

Council of Science Editors:

Sheppard VB. A Comparison of Factors Associated With Referrals, Service Placements and Length of Service for African-American and Caucasian Youth With Serious Emotional and Behavioral Disturbances Served Through the Comprehensive Services Act in Virginia. [Doctoral Dissertation]. Old Dominion University; 1997. Available from: 9780591603965 ; https://digitalcommons.odu.edu/healthservices_etds/81


California State University – San Bernardino

26. Anderson, Derrick. Providing positive programming for students in special education identified as being seriously emotionally disturbed.

Degree: MAin Education, Education, 1996, California State University – San Bernardino

Subjects/Keywords: Special education; Self-esteem in children; Achievement motivation in children; Seriously emotionally disturbed; Disability and Equity in Education; Special Education and Teaching

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APA (6th Edition):

Anderson, D. (1996). Providing positive programming for students in special education identified as being seriously emotionally disturbed. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/1243

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):

Anderson, Derrick. “Providing positive programming for students in special education identified as being seriously emotionally disturbed.” 1996. Thesis, California State University – San Bernardino. Accessed January 19, 2020. http://scholarworks.lib.csusb.edu/etd-project/1243.

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

MLA Handbook (7th Edition):

Anderson, Derrick. “Providing positive programming for students in special education identified as being seriously emotionally disturbed.” 1996. Web. 19 Jan 2020.

Vancouver:

Anderson D. Providing positive programming for students in special education identified as being seriously emotionally disturbed. [Internet] [Thesis]. California State University – San Bernardino; 1996. [cited 2020 Jan 19]. Available from: http://scholarworks.lib.csusb.edu/etd-project/1243.

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

Council of Science Editors:

Anderson D. Providing positive programming for students in special education identified as being seriously emotionally disturbed. [Thesis]. California State University – San Bernardino; 1996. Available from: http://scholarworks.lib.csusb.edu/etd-project/1243

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


SUNY College at Brockport

27. Forno, Michele Marie. The Ability of Emotionally Disturbed Children to Process Auditory Information.

Degree: MSEd, Education and Human Development, 1981, SUNY College at Brockport

  This study investigated the auditory processing abilities of emotionally disturbed children. Areas examined were: auditory discrimination, auditory sequential memory, auditory closure, and auditory selective… (more)

Subjects/Keywords: Wepman test of auditory discrimination; Illinois test of Psycholinguistic abilities; auditory processing; sequential memory; emotionally disturbed; Education; Language and Literacy Education; Special Education and Teaching

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APA (6th Edition):

Forno, M. M. (1981). The Ability of Emotionally Disturbed Children to Process Auditory Information. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1003

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):

Forno, Michele Marie. “The Ability of Emotionally Disturbed Children to Process Auditory Information.” 1981. Thesis, SUNY College at Brockport. Accessed January 19, 2020. https://digitalcommons.brockport.edu/ehd_theses/1003.

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

MLA Handbook (7th Edition):

Forno, Michele Marie. “The Ability of Emotionally Disturbed Children to Process Auditory Information.” 1981. Web. 19 Jan 2020.

Vancouver:

Forno MM. The Ability of Emotionally Disturbed Children to Process Auditory Information. [Internet] [Thesis]. SUNY College at Brockport; 1981. [cited 2020 Jan 19]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1003.

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

Council of Science Editors:

Forno MM. The Ability of Emotionally Disturbed Children to Process Auditory Information. [Thesis]. SUNY College at Brockport; 1981. Available from: https://digitalcommons.brockport.edu/ehd_theses/1003

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


Texas State University – San Marcos

28. Koller, Adrienne M. Surviving the "Yellow Door" An Analysis of Post-Treatment Psychosocial Resilience.

Degree: MA, Psychological Research, 2015, Texas State University – San Marcos

 Although research has been conducted on residential treatment centers, there has been little research that explores how this experience impacted former students in terms of… (more)

Subjects/Keywords: Sonia Shankman Orthogenic School; Bettelheim, Bruno; Treatment Outcomes; Emotionally Disturbed Children in Residential Treatment; Interpretative Phenomenological Analysis; Child Behavior; Adverse Childhood Experiences; Attachment Theory; Social Bonds/Control Theory; Differential Association Theory; Modeling Theory; Sonia Shankman Orthogenic School – Case studies; Adolescent psychotherapy – Residential treatment; Problem youth – Institutional care; Mentally ill – Rehabilitation

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

APA (6th Edition):

Koller, A. M. (2015). Surviving the "Yellow Door" An Analysis of Post-Treatment Psychosocial Resilience. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5496

Chicago Manual of Style (16th Edition):

Koller, Adrienne M. “Surviving the "Yellow Door" An Analysis of Post-Treatment Psychosocial Resilience.” 2015. Masters Thesis, Texas State University – San Marcos. Accessed January 19, 2020. https://digital.library.txstate.edu/handle/10877/5496.

MLA Handbook (7th Edition):

Koller, Adrienne M. “Surviving the "Yellow Door" An Analysis of Post-Treatment Psychosocial Resilience.” 2015. Web. 19 Jan 2020.

Vancouver:

Koller AM. Surviving the "Yellow Door" An Analysis of Post-Treatment Psychosocial Resilience. [Internet] [Masters thesis]. Texas State University – San Marcos; 2015. [cited 2020 Jan 19]. Available from: https://digital.library.txstate.edu/handle/10877/5496.

Council of Science Editors:

Koller AM. Surviving the "Yellow Door" An Analysis of Post-Treatment Psychosocial Resilience. [Masters Thesis]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5496

29. Butler, Leigh L. Program Practices in an Urban School District for Serving Students Identified as Emotionally Disturbed in the Least Restrictive Environment.

Degree: PhD, 1999, Old Dominion University

  This research examined current educational practices utilized by administrators and teachers to provide services to students with emotional disturbances in an urban school district… (more)

Subjects/Keywords: Emotionally disturbed; Inclusive education; Least restrictive environment; School district; Educational Administration and Supervision; Special Education and Teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Butler, L. L. (1999). Program Practices in an Urban School District for Serving Students Identified as Emotionally Disturbed in the Least Restrictive Environment. (Doctoral Dissertation). Old Dominion University. Retrieved from 9780599652613 ; https://digitalcommons.odu.edu/urbanservices_education_etds/13

Chicago Manual of Style (16th Edition):

Butler, Leigh L. “Program Practices in an Urban School District for Serving Students Identified as Emotionally Disturbed in the Least Restrictive Environment.” 1999. Doctoral Dissertation, Old Dominion University. Accessed January 19, 2020. 9780599652613 ; https://digitalcommons.odu.edu/urbanservices_education_etds/13.

MLA Handbook (7th Edition):

Butler, Leigh L. “Program Practices in an Urban School District for Serving Students Identified as Emotionally Disturbed in the Least Restrictive Environment.” 1999. Web. 19 Jan 2020.

Vancouver:

Butler LL. Program Practices in an Urban School District for Serving Students Identified as Emotionally Disturbed in the Least Restrictive Environment. [Internet] [Doctoral dissertation]. Old Dominion University; 1999. [cited 2020 Jan 19]. Available from: 9780599652613 ; https://digitalcommons.odu.edu/urbanservices_education_etds/13.

Council of Science Editors:

Butler LL. Program Practices in an Urban School District for Serving Students Identified as Emotionally Disturbed in the Least Restrictive Environment. [Doctoral Dissertation]. Old Dominion University; 1999. Available from: 9780599652613 ; https://digitalcommons.odu.edu/urbanservices_education_etds/13


East Tennessee State University

30. Morrison, Sharon S. The Development of the Parent Effectiveness Test (PET).

Degree: EdD (Doctor of Education), Educational Leadership, 1993, East Tennessee State University

Abstract Not Available.

Subjects/Keywords: Attention deficit hyperactivity disorder; Education; Educational evaluation; Educational psychology; Emotionally disturbed; Learning disabilities; School administration; Special education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Psychology; Special Education and Teaching

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

APA (6th Edition):

Morrison, S. S. (1993). The Development of the Parent Effectiveness Test (PET). (Doctoral Dissertation). East Tennessee State University. Retrieved from https://dc.etsu.edu/etd/2866

Chicago Manual of Style (16th Edition):

Morrison, Sharon S. “The Development of the Parent Effectiveness Test (PET).” 1993. Doctoral Dissertation, East Tennessee State University. Accessed January 19, 2020. https://dc.etsu.edu/etd/2866.

MLA Handbook (7th Edition):

Morrison, Sharon S. “The Development of the Parent Effectiveness Test (PET).” 1993. Web. 19 Jan 2020.

Vancouver:

Morrison SS. The Development of the Parent Effectiveness Test (PET). [Internet] [Doctoral dissertation]. East Tennessee State University; 1993. [cited 2020 Jan 19]. Available from: https://dc.etsu.edu/etd/2866.

Council of Science Editors:

Morrison SS. The Development of the Parent Effectiveness Test (PET). [Doctoral Dissertation]. East Tennessee State University; 1993. Available from: https://dc.etsu.edu/etd/2866

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