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  Volume 36, Number 4, November 2013

Table of Contents


pp. 1-3

Evidence-based Interventions for Immigrant Students Experiencing Behavioral and Academic Problems: A Systematic Review of the Literature

pp. 5-28

Disproportionate Poverty, Conservatism, and the Disproportionate Identification of Minority Students with Emotional and Behavioral Disorders

pp. 29-50

Teachers’ Perceptions of Students’ Challenging Behavior and the Impact of Teacher Demographics

pp. 51-69

Defining Administrative Support and Its Relationship to the Attrition of Teachers of Students with Emotional and Behavioral Disorders

pp. 71-94

Three-Tiered Models of Prevention: Teacher Efficacy and Burnout

pp. 95-126

Characteristics of Students with Emotional Disturbance Manifesting Internalizing Behaviors: A Latent Class Analysis

pp. 127-145

Implementation of a Single Comprehensive Function-Based Intervention Across Multiple Classrooms for a High School Student

pp. 147-167

UI REACH: A Postsecondary Program Serving Students with Autism and Intellectual Disabilities

pp. 169-194

ETC Special Issue Reviewers 2013 Edition

pp. 195-196

Volumes 31–36 Subject and Volume 36 Author Indices

pp. 201-215

Annual Author Index ETC Volume 36, Nos. 1– 4 February 2013 — November 2013

pp. 217-223

Guest Associate Editors and Reviewers, July 2013

pp. 225-227

Research Areas


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