Please use this identifier to cite or link to this item:
Title: Best Practice Models and Outcomes in the Education of Children with Social, Emotional and Behavioural Difficulties
Authors: Cooper, Paul
Kakos, Michalis
First Published: 2013
Publisher: Centre for Advancement in Inclusive and Special Education (CAISE), Faculty of Education, the University of Hong Kong.
Citation: Centre for Advancement in Inclusive and Special Education Review, Special Issue: Learner Diversity in Mainstream Schools and Special Schools, 2013, 1 (1)
Abstract: 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.
ISSN: 2305-1930
Embargo on file until: 1-Jan-10000
Version: Post-print
Status: Peer-reviewed
Type: Journal Article
Rights: Copyright © 2013, Centre for Advancement in Inclusive and Special Education (CAISE).
Description: 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.
Appears in Collections:Published Articles, School of Education

Files in This Item:
File Description SizeFormat 
CAISE PAPER DRAFT 2a.pdfPlease select a version250.33 kBAdobe PDFView/Open

Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.