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A Comparison of the Academic Progress of Students with EBD and Students with LD
13 references·16 citing·35 second hop
A Comparison of the Academic Progress of Students with EBD and Students with LD (2001)A Comparison of the Academic Progress of …Peabody Individual Achievement Test, Revised (2013)Peabody Individual Achievemen…Education and Treatment of Children (2008)Education and Treatment of Ch…Stanford Achievement Test (2007)Stanford Achievement TestPrevalence of Learning Disabilities at Enrollment in Special Education Students with Behavioral Disorders (1999)Prevalence of Learning Disabi…Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study (1996)Longitudinal Postschool Outco…Antisocial Behavior in School: Strategies and Best Practices (1996)Antisocial Behavior in School…Outcomes for Youths with Serious Emotional Disturbance in Secondary School and Early Adulthood (1995)Outcomes for Youths with Seri…School performance of children in kinship care (1994)School performance of childre…Woodcock-Johnson Psycho-Educational Battery-Revised (1990)Woodcock-Johnson Psycho-Educa…Wide Range Achievement Test-Revised (1987)Wide Range Achievement Test-R…Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes (1983)Mainstreaming Students with M…Characteristics Across Exceptional Categories: EMR, LD, and ED (1980)Characteristics Across Except…Educational Research: An Introduction (1965)Educational Research: An Intr…Systematic Review and Meta-analysis: Effectiveness of Wraparound Care Coordination for Children and Adolescents (2021)Systematic Review and Meta-an…Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness. 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this work references cited by second hop

References

  • 1965Educational Research: An Introduction7,198 cited
  • 2008Education and Treatment of Children1,927 cited
  • 1987Wide Range Achievement Test-Revised1,382 cited
  • 1990Woodcock-Johnson Psycho-Educational Battery-Revised1,305 cited
  • 1996Longitudinal Postschool Outcomes of Youth with Disabilities: Findings from the National Longitudinal Transition Study876 cited
  • 1996Antisocial Behavior in School: Strategies and Best Practices643 cited
  • 1983Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes360 cited
  • 2007Stanford Achievement Test308 cited
  • 1995Outcomes for Youths with Serious Emotional Disturbance in Secondary School and Early Adulthood274 cited
  • 2013Peabody Individual Achievement Test, Revised164 cited
  • 1994School performance of children in kinship care133 cited
  • 1999Prevalence of Learning Disabilities at Enrollment in Special Education Students with Behavioral Disorders64 cited
  • 1980Characteristics Across Exceptional Categories: EMR, LD, and ED41 cited

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  • 2011Growth in Reading Achievement of Students with Disabilities, Ages 7 to 17186 cited
  • 2020Emotion regulation in early childhood: Implications for socioemotional and academic components of school readiness.

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152 cited
  • 2004Disciplinary Exclusions in Special Education: A 4-Year Analysis129 cited
  • 2010Integrating Wraparound into a Schoolwide System of Positive Behavior Supports125 cited
  • 2007Identifying and Supporting Students At Risk for Emotional and Behavioral Disorders within Multi-level Models: Data Driven Approaches to Conducting Secondary Interventions with an Academic Emphasis123 cited
  • 2005Academic, Social, and Behavioral Profiles of Students with Emotional and Behavioral Disorders Educated in Self-Contained Classrooms and Self-Contained Schools: Part I—Are They More Alike than Different?121 cited
  • 2007Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders120 cited
  • 2002Perceptions and Application of NCTM Standards by Special and General Education Teachers95 cited
  • 2005Students With and At Risk for Emotional and Behavioral Disorders: Meeting Their Social and Academic Needs94 cited
  • 2011School Context and the Academic and Behavioral Progress of Students with Emotional Disturbance90 cited
  • 2005Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis89 cited
  • 2010Systematic Screenings to Prevent the Development of Learning and Behavior Problems: Considerations for Practitioners, Researchers, and Policy Makers88 cited
  • 2011A Comparison of the Instructional Context for Students with Behavioral Issues Enrolled in Self-Contained and General Education Classrooms85 cited
  • 2004Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the Classroom83 cited
  • 2021Systematic Review and Meta-analysis: Effectiveness of Wraparound Care Coordination for Children and Adolescents81 cited
  • 2014DIRECT BEHAVIORAL CONSULTATION: EFFECTS ON TEACHERS’ PRAISE AND STUDENT DISRUPTIVE BEHAVIOR80 cited