Comparison of Behavioral And Emotional Characteristics of Educational Alternative Program Students And Emotionally Handicapped Program Students
Comparison of Behavioral And Emotional Characteristics of Educational Alternative Program Students And Emotionally Handicapped Program Students
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In our eReader you can find the full English version of the book. Read Comparison of Behavioral And Emotional Characteristics of Educational Alternative Program Students And Emotionally Handicapped Program Students Online - link to read the book on full screen. Our eReader also allows you to upload and read Pdf, Txt, ePub and fb2 books. In the Mini eReder on the page below you can quickly view all pages of the book - Read Book Comparison of Behavioral And Emotional Characteristics of Educational Alternative Program Students And Emotionally Handicapped Program Students
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Males also tended to display more conduct problems, attention problems, and excess motor move- ments than females. Males were also perceived by their teachers to display more intrapersonal anxiety and with- drawal tendencies than females.
Interpersonal, or social anxiety, on the other hand, appeared to be related to age as well as sex. The females in this study tended to show an increase in social anxiety as they increased in age while the males tended to show a decrease. A similiar relationshi...p occurs on the Autism scale which reflects a tendency to distort reality. The males tended to decrease on this measure from the younger group to the older group while the females tended to increase.
Implications and Recommendations The emotionally handicapped program and the educa- tional alternative program are designed to serve 119 Students who have not been successful within mainstream education classes due to emotional or behavioral prob- lems. The EH program is primarily designed to serve those students with emotional difficulties who have been described as displaying personality disorders (Baker & Stulken, 1938), internalizing behaviors (Achenbach & Edelbrock, 1979), and anxious or withdrawn behaviors (Quay, 1979).
What to read after Comparison of Behavioral And Emotional Characteristics of Educational Alternative Program Students And Emotionally Handicapped Program Students?
You can find similar books in the "Read Also" column, or choose other free books by Huckeba, James Robert to read onlineMoreLess
To quickly assess the difficulty of the text, read a short excerpt:
Males also tended to display more conduct problems, attention problems, and excess motor move- ments than females. Males were also perceived by their teachers to display more intrapersonal anxiety and with- drawal tendencies than females.
Interpersonal, or social anxiety, on the other hand, appeared to be related to age as well as sex. The females in this study tended to show an increase in social anxiety as they increased in age while the males tended to show a decrease. A similiar relationshi...p occurs on the Autism scale which reflects a tendency to distort reality. The males tended to decrease on this measure from the younger group to the older group while the females tended to increase.
Implications and Recommendations The emotionally handicapped program and the educa- tional alternative program are designed to serve 119 Students who have not been successful within mainstream education classes due to emotional or behavioral prob- lems. The EH program is primarily designed to serve those students with emotional difficulties who have been described as displaying personality disorders (Baker & Stulken, 1938), internalizing behaviors (Achenbach & Edelbrock, 1979), and anxious or withdrawn behaviors (Quay, 1979).
What to read after Comparison of Behavioral And Emotional Characteristics of Educational Alternative Program Students And Emotionally Handicapped Program Students?
You can find similar books in the "Read Also" column, or choose other free books by Huckeba, James Robert to read onlineMoreLess
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