Examining Gender and the Academic Achievement of Students with Emotional Disturbance

2010 ◽  
Vol 33 (4) ◽  
pp. 601-621 ◽  
Author(s):  
Elisabeth Hess Rice ◽  
Cherng-Jyh Yen
Keyword(s):  
Academic Achievement ◽  
Emotional Disturbance ◽  
Students With Emotional Disturbance

School Context and the Academic Achievement of Students with Emotional Disturbance

2008 ◽  
Vol 33 (4) ◽  
pp. 198-210 ◽  
Author(s):  
Andrew L. Wiley ◽  
Gary N. Siperstein ◽  
Kaitlin E. Bountress ◽  
Steven R. Forness ◽  
Frederick J. Brigham
Keyword(s):  
Academic Achievement ◽  
Emotional Disturbance ◽  
School Context ◽  
Students With Emotional Disturbance

Dr. McMahon Replies

PEDIATRICS ◽  
1976 ◽  
Vol 58 (4) ◽  
pp. 631-632
Author(s):  
Jean L. McMahon
Keyword(s):  
Academic Achievement ◽  
Emotional Disturbance ◽  
Hyperactive Child ◽  
Environmental Causes ◽  
Rule Out

Dr. Stein's points are well taken. Making the diagnosis takes as much, if not more, knowledge and acumen than the administration of the medication. The term "organicity" as used in the statement is meant to differentiate the condition from that due to environmental causes or emotional disturbance. As in most forms of treatment, it is difficult, if not impossible, to rule out all psychogenic factors. The description of "the hyperactive child" was intended to rule out failure due to retardation or cultural disadvantage rather than to imply the necessity for academic achievement.

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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