Characteristics of Emotional Disturbance in Middle and High School Students

By D. Cullinan, Edward Sabornie. 2004

133 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/6b62511f4e65e23a50c417728e7042c603286321

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. Keith Zvoch
2. J. Wehby
3. Sally M. Barton-Arwood
4. J. Nelson
5. Patricia Alvarez Mchatton
6. D. Allsopp
7. S. Mihalas
8. W. Morse

In Education

1. Keith Zvoch
2. E. Carter
3. Kathleen Lynne Lane
4. D. Allsopp
5. Patricia Alvarez Mchatton
6. S. Mihalas
7. W. Morse
8. Jessica L. Weisenbach

Citations in the corpus

• Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, background): “, verbal and physical aggression; social skills acquisition and performance deficits) that negatively influence both their ability to successfully negotiate peer and adult relationships and their educational experience (Cullinan and Sabornie 2004; Gresham et al. 2004; Landrum et al. 2003; Walker et ”
• Teacher—Student Relationships Among Behaviorally At-Risk African American Youth From Low-Income Backgrounds: Student Perceptions, Teacher Perceptions, and Socioemotional Adjustment Correlates (2011, background): “…the rating scales used to assess relationship problems often rely solely on teacher perceptions, and the relationship scales within these instruments often contain a mixture of items pertaining to relationships with both teachers and peers (Cullinan & Sabornie, 2004; Epstein & Cullinan, 1998).”
• A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders (2009, background): “Collectively, students with EBD have limited social skills that lead to impaired interpersonal relations with parents, teachers, and students (Cullinan & Sabornie, 2004; Nowicki, 2003; Walker, Irvin, Noell, & Singer, 1992).”
• Longitudinal associations of student–teacher relationships and behavioural and emotional strengths on academic achievement (2017, unknown): “…& Glaeser, 2006; nelson, Benner, Lane, & Smith, 2004; Reid, Gonzalez, nordness, Trout, & Epstein, 2004; Trout, nordness, Pierce, & Epstein, 2003) and socio-emotional skills (Bowers, 2006; Cullinan & Sabornie, 2004; Kauffman & Landrum, 2013; Quinn, Kavale, Mathur, Rutherford, & Forness, 1999).”
• Factors Influencing the Self-Determination of Transition-Age Youth With High-Incidence Disabilities (2008, background): “Second, challenging behaviors can be a defining characteristic of youth with EBD and are evidenced among many youth with LD (e.g., Cullinan & Sabornie, 2004; Lane et al., 2006; Wiener & Tardif, 2004).”
• Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “Students with EBD are more at risk for negative school and life outcomes compared to students in other disability categories and compared to students without disabilities (Bullock & Gable, 2006; Cullinan & Sabornie, 2004; Lane et al., 2005; Reid, Gonzalez, Nordness, Trout, & Epstein, 2004).”