Critical Social Skills for Adolescents with High Incidence Disabilities: Parental Perspectives

By Sharon M. Kolb, C. Hanley-Maxwell. 2003

94 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/20610320e34d2d20ad2cb08883d25042097b1976

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. M. Elias
2. Geoffrey D. Borman
3. Gina M. Hewes
4. Sharon M. Kolb
5. Laura T. Overman
6. Shelly L. Brown
7. Jung‐Sook Lee
8. R. Slavin

In Education

1. M. Elias
2. Geoffrey D. Borman
3. Sharon M. Kolb
4. Laura T. Overman
5. R. Slavin
6. J. Epstein
7. Jung‐Sook Lee
8. Michael R. Harwell

Citations in the corpus

• The Connection between Social-Emotional Learning and Learning Disabilities: Implications for Intervention (2004, background): “In a recent study, parents of children with high-incidence disabilities identified many of these skills as being at least as essential for their children as academic competence (Kolb & Hanley-Maxwell, 2003).”
• Comprehensive School Reform and Achievement: A Meta-Analysis (2003, background): “Kuhl, J. (1987). Feeling versus being helpless: Metacognitive mediation of failure-induced performance deficits. in F. Weinert, & R. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 217-235). Hillsdale, NJ: Lawrence Erlbaum. Laird, R. D., Pettit, G. S., Dodge, K. A., & Bates, J. E. (1”
• Grounded theory and the constant comparative method : valid research strategies for educators (2012, methodology): “Because validity is an area of concern in research methodologies, researchers need to account for the information provided in the study and to acknowledge internal and external validity (Kolb & Hanley-Maxwell, 2003).”