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Best Practice Models and Outcomes in the Education of Children with Social, Emotional and Behavioural Difficulties

journal contribution
posted on 2013-03-11, 14:54 authored by Paul Cooper, Michalis Kakos
There is a rich and varied range of empirically based evidence on interventions for meeting the needs of students presenting with social, emotional and behavioural difficulties (SEBD) in mainstream schools. This paper is based on an international literature search and review of research published between 1980 and 2012. Particular attention is given to evidence defining the qualities and skills of effective teachers and the value of behavioural and cognitive behavioural interventions.

History

Citation

Centre for Advancement in Inclusive and Special Education Review, Special Issue: Learner Diversity in Mainstream Schools and Special Schools, 2013, 1 (1)

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCE/School of Education

Version

  • AM (Accepted Manuscript)

Published in

Centre for Advancement in Inclusive and Special Education Review

Publisher

Centre for Advancement in Inclusive and Special Education (CAISE), Faculty of Education, the University of Hong Kong.

issn

2305-1930

Copyright date

2013

Publisher version

http://www.fe.hku.hk/caise/caise-review.html

Notes

Embargo length currently unknown. Permission to make the text available has been requested from the publisher and the full text may be made available once this has been received.

Language

en

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