Academic Instruction for Students with Emotional and Behavioral Disorders

By J. Wehby, Kathleen Lynne Lane, K. Falk. 2003

222 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/bf9337e6bd6f1de86f4d092aaa2b4fc850de2a36

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In Clinical Psychology

In Developmental and Educational Psychology

In Psychiatry and Mental health

Citations in the corpus

Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems (2007, unknown): “stein, 2003), there has been minimal research on effective interventions for improving their academic performance (Lane et al., 2002; Wehby et al., 2003).”
Reading and School Completion: Critical Connections and Matthew Effects (2010, background): “It is estimated that 80% of students with learning disabilities (LD) receive services for reading disabilities (Lerner, 1989 ); however, it is not uncommon for students in other high-incidence disability categories to also have difficulties with reading (Wehby, Falk, Barton-Arwood, Lane, & Cooley, ”
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “As nearly all states institute content or curriculum standards in mathematics (Woodward & Montague, 2002), the move to these newly demanding standards leaves many children and youth with EBD ill-prepared for their future (Wehby et al., 2003).”
The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders (2004, background): “Previous research has noted the lack of instructional programming in classrooms for students with E/BD (Wehby, 2003; Wehby et al., 2003; Wehby, Symons, Canale, & Go, 1998).”
Using Teacher Praise and Opportunities to Respond to Promote Appropriate Student Behavior (2009, background): “To the contrary, histories of students’ misbehavior and negative student–teacher interactions may lead to decreased teacher attempts to engage these students in classroom instructional activities; teachers may lessen instructional interactions with some students to avoid triggering and escalating di”
Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice (2009, background): “The instructional focus for students with emotional disturbance (ED) has historically been on the remediation of their social deficits (Lane et al. 2002; Wehby et al. 2003 ).”
A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders (2006, background): “On the other hand, the lack of research may simply refl ect the fi eld’s almost exclusive focus on behavioral issues (Wehby et al., 2003).”