The Children and Youth We Serve

By Mary M. Wagner, K. Kutash, A. Duchnowski, M. Epstein, W. C. Sumi. 2005

311 citations recorded by the source corpus.

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The Relationship Between Teachers’ Implementation of Classroom Management Practices and Student Behavior in Elementary School (2018, background): “…students who exhibit disruptive behaviors are more likely to have academic deficits (Nelson, Benner, Lane, & Smith, 2004; Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005) and end up receiving less instruction than their nondisruptive peers (Sutherland, Lewis-Palmer, Stichter, & Morgan, 2008).”
Building on the Data and Adding to the Discussion: The Experiences and Outcomes of Students with Emotional Disturbance (2008, background): “The NACTS study found sizeable deficits in social and adaptive behavior in its sample and, in spite of improvements in emotional functioning over time, especially for the oldest cohorts of youths, the NLTS2 study found low levels of social interaction (Wagner 2003) and disconnection from the communi”
A Comparison of Systematic Screening Tools for Emotional and Behavioral Disorders (2009, background): “…critical during the early educational years, when students are most amenable to change in behavioral, social, and academic arenas and before students at risk for EBD experience negative outcomes within and beyond the school setting (Landrum et al., 2003; Lane, 2003; Wagner et al., 2005).”