Differences between Students with Emotional Disturbance, Learning Disabilities, and without Disabilities on the Five Dimensions of Emotional Disturbance

2021 ◽  
pp. 1-16
Author(s):  
Matthew C. Lambert ◽  
Douglas Cullinan ◽  
Michael H. Epstein ◽  
Jodie Martin
Keyword(s):  
Learning Disabilities ◽  
Emotional Disturbance ◽  
Five Dimensions ◽  
Students With Emotional Disturbance

An Investigation of the Efficacy of the Frostig Program for the Development of Visual Perception

PEDIATRICS ◽  
1972 ◽  
Vol 50 (1) ◽  
pp. 154-157
Author(s):  
John S. Bishop ◽  
William F. Gayton ◽  
John E. Bassett
Keyword(s):  
Learning Disabilities ◽  
Visual Perception ◽  
Emotional Disturbance ◽  
Clinical Examination ◽  
Special Interest ◽  
Sensory Impairment ◽  
Normal Intelligence ◽  
School Subjects

In recent years there has been increased concern with those children of normal intelligence without apparent emotional disturbance or sensory impairment who manifest severe learning disabilities. Clinical examination of these children often indicates a number of significant problems including hyperactivity and marked perceptual difficulties. Of special interest to educators has been the alleged interference of the above-noted deficits with the acquisition of basic educational skills. There is some evidence to suggest that the perceptually disabled child is inferior in a number of school subjects such as reading and arithmetic with a cumulating deficit as he passes from one grade to another.

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

2009 ◽  
Vol 19 (4) ◽  
pp. 451-461 ◽  
Author(s):  
Andrew L. Wiley ◽  
Gary N. Siperstein ◽  
Steven R. Forness ◽  
Frederick J. Brigham
Keyword(s):  
Social Skills ◽  
Problem Behavior ◽  
Emotional Disturbance ◽  
School Context ◽  
Students With Emotional Disturbance

Working Conditions in Self-Contained Settings for Students With Emotional Disturbance

2016 ◽  
Vol 51 (2) ◽  
pp. 83-94 ◽  
Author(s):  
Elizabeth A. Bettini ◽  
Michelle M. Cumming ◽  
Kristen L. Merrill ◽  
Nelson C. Brunsting ◽  
Carl J. Liaupsin
Keyword(s):  
Special Education ◽  
Emotional Disturbance ◽  
Working Conditions ◽  
Special Education Teachers ◽  
School Leaders ◽  
Well Being ◽  
Narrative Review ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Students With Emotional Disturbance

Students with emotional disturbance (ED) depend upon special education teachers (SETs) to use evidence-based practices (EBPs) to promote their well-being. SETs, in turn, depend upon school leaders to provide working conditions that support learning and implementation of academic and social EBPs. We conducted an integrative narrative review of research examining working conditions SETs experience serving students with ED in self-contained schools and classes, to better understand whether SETs in these settings experience conditions necessary to effectively implement academic and social EBPs. Our findings suggest that conditions necessary for learning and implementing EBPs are seldom present in these settings. In addition, the extant research on SETs’ working conditions in these settings is largely disconnected from research investigating teachers’ use of EBPs.

scholarly journals Predicting Positive Outcomes for Students With Emotional Disturbance

2004 ◽  
Vol 9 (1) ◽  
pp. 39-49 ◽  
Author(s):  
Amanda B. Nickerson ◽  
Amy M. Brosof ◽  
Valerie B. Shapiro
Keyword(s):  
Emotional Disturbance ◽  
Positive Outcomes ◽  
Students With Emotional Disturbance
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