The external contingencies and development processes of students with emotional disabilities
DOI:
https://doi.org/10.38140/pie.v33i3.1918Abstract
This paper examines the external contingencies that students with emotional disabilities (ED) experience throughout childhood and adolescence. It presents an in-depth assessment of the impact of external dynamics on the emotional development of students with ED, and considers the school, home, and community support systems. The paper assesses school implementation and the ability to influence the regulation process, along with a review of strategy that assists schools and parents in assessing interventions.
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Published
2015-09-30
How to Cite
Nikolaros, J. (2015). The external contingencies and development processes of students with emotional disabilities. Perspectives in Education, 33(3), 107–120. https://doi.org/10.38140/pie.v33i3.1918
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Section
Research articles