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Browse Book and Journal Content on Project MUSE

Volume 36, Number 4, November 2013

Table of Contents


pp. 1-3 | DOI: 10.1353/etc.2013.0042

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

pp. 5-28 | DOI: 10.1353/etc.2013.0044

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

pp. 29-50 | DOI: 10.1353/etc.2013.0033

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

pp. 51-69 | DOI: 10.1353/etc.2013.0040

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

pp. 71-94 | DOI: 10.1353/etc.2013.0035

Three-Tiered Models of Prevention: Teacher Efficacy and Burnout

pp. 95-126 | DOI: 10.1353/etc.2013.0037

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

pp. 127-145 | DOI: 10.1353/etc.2013.0038

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

pp. 147-167 | DOI: 10.1353/etc.2013.0036

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

pp. 169-194 | DOI: 10.1353/etc.2013.0039

ETC Special Issue Reviewers 2013 Edition

pp. 195-196 | DOI: 10.1353/etc.2013.0041

Volumes 31–36 Subject and Volume 36 Author Indices

pp. 201-215 | DOI: 10.1353/etc.2013.0034

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

pp. 217-223 | DOI: 10.1353/etc.2013.0032

Guest Associate Editors and Reviewers, July 2013

pp. 225-227 | DOI: 10.1353/etc.2013.0043

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