Series editor(s): Dr. Festus E. Obiakor and Dr. Jeffrey P. Bakken
Subject Area: Education
|Title:||Chapter 2 Academic Instruction and Students with Emotional and Behavioral Disorders|
|Author(s):||Jessica L. Hagaman|
|Volume:||23 Editor(s): Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatori ISBN: 978-1-78052-506-8 eISBN: 978-1-78052-507-5|
|Citation:||Jessica L. Hagaman (2012), Chapter 2 Academic Instruction and Students with Emotional and Behavioral Disorders, in Jeffrey P. Bakken, Festus E. Obiakor, Anthony F. Rotatori (ed.) Behavioral Disorders: Practice Concerns and Students with EBD (Advances in Special Education, Volume 23), Emerald Group Publishing Limited, pp.23-41|
|DOI:||10.1108/S0270-4013(2012)0000023005 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
|Article type:||Chapter Item|
|Abstract:||Students with emotional and behavioral disorders (EBD) are known to experience academic deficits across core subject areas such as reading and mathematics. Until recently, less attention had been paid to the academic deficits of students with EBD. This was due, in part, to a common belief that academic deficits could not be addressed until problem behaviors were under control. However, within the past decade, we have seen an increase in studies investigating and documenting the academic characteristics of students with EBD and instructional practices that improve the academics of this population. This chapter discusses the general academic characteristics of students with EBD, how teachers can address the academic needs of students with EBD through specific instructional techniques (e.g., Direct Instruction, Strategy Instruction), and future directions and implications for practice.|
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