Educating Students With Emotional Disturbances

By Mary M. Wagner, M. Friend, W. Bursuck, K. Kutash, A. Duchnowski, W. C. Sumi, M. Epstein. 2006

164 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/d00815d7766556264c854c2e03478e9d72d0070e

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. R. Simpson
2. R. Neel
3. J. Kauffman
4. Erika Blood
5. Mark F. O'Reilly
6. Vito Loiacono
7. Valerie Valenti

In Cognitive Neuroscience

1. R. Neel
2. Erika Blood
3. R. Simpson
4. Mark F. O'Reilly
5. Vito Loiacono
6. Valerie Valenti

In Developmental and Educational Psychology

1. R. Neel
2. Erika Blood
3. T. Templeton
4. R. Simpson
5. J. Kauffman
6. R. Gable
7. Mark F. O'Reilly
8. Vito Loiacono

Citations in the corpus

• Problems Related to Underservice of Students with Emotional or Behavioral Disorders (2007, background): “Teachers reported extensive exposure in the regular classroom to students with disruptive behavior disorders, and teachers also felt unprepared to work with such students (see also Wagner et al., 2006; Warren et al., 2003). Walter et al. (2006) stated,”
• Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “Academically, students with EBD perform more poorly, make less progress across grade levels (Wagner et al., 2006), exhibit low levels of task engagement and completion, and generally lack academic skills and content knowledge (Nelson, Benner, Lane, & Smith, 2004).”
• Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance (2008, background): “schools overall, this group of students attends larger schools with higher proportions of students who receive special education services (Wagner et al. 2006).”
• Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, background): “The disparity between the number of students with ED and number of students with other disabilities educated in inclusive settings may be attributable to the challenges posed by this population of students (Billingsley et al., 2006; Cook, 2002; Wagner et al., 2006).”
• Review of Video Modeling with Students with Emotional and Behavioral Disorders (2009, background): “…educational progress, and inhibits their ability to form and maintain peer relationships (Cook et al., 2008; Hitchcock, Dowrick, & Prater, 2003; Kern-Dunlap, 1992; Trout, Nordness, Pierce, 404 BAKER, LANG, and O’REILLY & Epstein, 2003; Musser, Bray, Kehle, & Jenson, 2001; Wagner et al., 2006).”