@article{ref1,
title="Teacher perceptions and behavioral strategies for students with emotional disturbance across educational environments",
journal="Preventing school failure",
year="2012",
author="Evans, Chan and Weiss, Stacy L. and Cullinan, Douglas",
volume="56",
number="2",
pages="82-90",
abstract="The present study examined problem characteristics of students with emotional disturbance in 3 educational environments, the behavior management and intervention strategies their teachers used, and what relation exists between problem characteristics and intervention strategies. Teachers completed a behavior problems rating scale and they indicated how frequently they used 15 strategies to address academic, externalizing, and internalizing problems. There were significant differences across environments for only 1 characteristic of emotional disturbance, physical symptoms or fears. Teachers in general education settings mainly addressed academic problems; resource/separate classroom educators used instructional, positive, and reductive strategies for academic and externalizing problems and verbal reinforcement for internalizing problems. Separate school educators used a variety of strategies consistently for all 3 problems. Implications for supporting students with emotional disturbance across educational environments are discussed.<p />",
language="",
issn="1045-988X",
doi="10.1080/1045988X.2011.574170",
url="http://dx.doi.org/10.1080/1045988X.2011.574170"
}