We cannot verify your location
Browse Book and Journal Content on Project MUSE
OR

  Volume 36, Number 4, November 2013

Table of Contents

Introduction

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

Recommend

  • You have access to this content
  • Free sample
  • Open Access
  • Restricted Access