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Introduction

Introduction EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 ith great pleasure we introduce this special issue of Education and Treatment of Children (ETC), which presents a compilation of articles addressing a range of topics related to students with emotional and behavioral disorders (EBD). This issue features seven peer-reviewed articles originally presented at the 37th annual Teacher Educators of Children with Behavioral Disorders (TECBD) Conference, hosted by Arizona State University in Tempe, Arizona, in October 2013. The authors of these seven articles have focused on various issues and aspects related to the lives of these children and youth and their caretakers. Although most manuscripts are written by university-based scholars, the authors also include doctoral students and practitioners working in applied settings. With the help of some very committed and thoughtful reviewers, we are able to put forth this special issue. While the contributions to this issue do not fit any particular theme, this special issue highlights the importance of evidence-based practices for students with EBD. The special issue opens up with the White, Houchins, and colleagues' article that examined the effects of an Expressive Writing (EW) curriculum on the expository writing of adolescents with EBD in a http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Education and Treatment of Children West Virginia University Press

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Publisher
West Virginia University Press
Copyright
Copyright © 2008 the Editorial Review Board, Education and Treatment of Children .
ISSN
1934-8924
Publisher site
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Abstract

EDUCATION AND TREATMENT OF CHILDREN Vol. 37, No. 4, 2014 ith great pleasure we introduce this special issue of Education and Treatment of Children (ETC), which presents a compilation of articles addressing a range of topics related to students with emotional and behavioral disorders (EBD). This issue features seven peer-reviewed articles originally presented at the 37th annual Teacher Educators of Children with Behavioral Disorders (TECBD) Conference, hosted by Arizona State University in Tempe, Arizona, in October 2013. The authors of these seven articles have focused on various issues and aspects related to the lives of these children and youth and their caretakers. Although most manuscripts are written by university-based scholars, the authors also include doctoral students and practitioners working in applied settings. With the help of some very committed and thoughtful reviewers, we are able to put forth this special issue. While the contributions to this issue do not fit any particular theme, this special issue highlights the importance of evidence-based practices for students with EBD. The special issue opens up with the White, Houchins, and colleagues' article that examined the effects of an Expressive Writing (EW) curriculum on the expository writing of adolescents with EBD in a

Journal

Education and Treatment of ChildrenWest Virginia University Press

Published: Oct 16, 2014

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