Teachers use different rates of positive feedback with students who are high-risk for emotional and behavioral disorders (EBD) in comparison to the rates of positive feedback teachers' use with low-risk students. By addressing the differential treatment, it may alleviate some of the related negative effects students high-risk for EBD experience, such as poor educational and social outcomes. The study explored the extent of teachers' differential use of feedback toward students identified as high-risk and low-risk for EBD.
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- Partial requirement for: Ph. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 100-115)Note typebibliography
- Field of study: Curriculum and instruction (Special education)