Self-Monitoring Strategy with a Cross-Age Peer Mentoring Component for the Disruptive Behaviors of Young Students with Emotional and Behavioral Disabilities
<p> Students receiving special education services for an emotional and/or behavioral disorder (EBD) have shown minimal gains academically and behaviorally in longitudinal studies conducted since the 1980’s (Bradley, Doolittle, & Bartolotta, 2008). The purpose of this study wa...
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| Language: | EN |
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George Mason University
2017
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| Online Access: | http://pqdtopen.proquest.com/#viewpdf?dispub=10246866 |