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Journal Abstract Search

282 related items for PubMed ID: 26283661

  • 1. Teachers' interpersonal style and its relationship to emotions, causal attributions, and type of challenging behaviors displayed by students with intellectual disabilities.
    Alevriadou A, Pavlidou K.
    J Intellect Disabil; 2016 Sep; 20(3):213-27. PubMed ID: 26283661
    [Abstract] [Full Text] [Related]

  • 2. The relationship among attributions, emotions, and interpersonal styles of staff working with clients with intellectual disabilities and challenging behavior.
    Zijlmans LJ, Embregts PJ, Bosman AM, Willems AP.
    Res Dev Disabil; 2012 Sep; 33(5):1484-94. PubMed ID: 22522206
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  • 3. Towards a framework in interaction training for staff working with clients with intellectual disabilities and challenging behaviour.
    Willems A, Embregts P, Hendriks L, Bosman A.
    J Intellect Disabil Res; 2016 Feb; 60(2):134-48. PubMed ID: 26708920
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  • 4. The role of special education teachers in facilitating peer relationships among students with mild intellectual disabilities in lower secondary school.
    Sigstad HMH.
    J Intellect Disabil; 2018 Dec; 22(4):378-393. PubMed ID: 28639490
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  • 5. Staff responses to behaviour that challenges: the role of knowledge, attributions, and emotion regulation style.
    Wishart J, McKenzie K, Newman E, McKenzie A.
    J Intellect Dev Disabil; 2013 Sep; 38(3):205-14. PubMed ID: 23607760
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  • 6. Attributions of Stability, Control and Responsibility: How Parents of Children with Intellectual Disabilities View their Child's Problematic Behaviour and Its Causes.
    Jacobs M, Woolfson LM, Hunter SC.
    J Appl Res Intellect Disabil; 2016 Jan; 29(1):58-70. PubMed ID: 25753834
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  • 7. Indonesian teachers' epistemological beliefs and inclusive education.
    Sheehy K, Budiyanto, Kaye H, Rofiah K.
    J Intellect Disabil; 2019 Mar; 23(1):39-56. PubMed ID: 28681642
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  • 8. Self-injurious, aggressive and destructive behaviour in children with severe intellectual disability: Prevalence, service need and service receipt in the UK.
    Ruddick L, Davies L, Bacarese-Hamilton M, Oliver C.
    Res Dev Disabil; 2015 Mar; 45-46():307-15. PubMed ID: 26296078
    [Abstract] [Full Text] [Related]

  • 9. What teacher factors influence their attributions for children's difficulties in learning?
    Brady K, Woolfson L.
    Br J Educ Psychol; 2008 Dec; 78(Pt 4):527-44. PubMed ID: 18166141
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  • 14. Youth's Initiations of Civic and Political Discussions in Class: Do Youth's Perceptions of Teachers' Behaviors Matter and Why?
    Bayram Özdemir S, Stattin H, Özdemir M.
    J Youth Adolesc; 2016 Nov; 45(11):2233-2245. PubMed ID: 27339367
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  • 16. An interdisciplinary program for retarded children and their families.
    McKibbin EH.
    Am J Occup Ther; 1972 Apr; 26(3):125-9. PubMed ID: 5018228
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  • 17. Child-care chaos and teachers' responsiveness: The indirect associations through teachers' emotion regulation and coping.
    Jeon L, Hur E, Buettner CK.
    J Sch Psychol; 2016 Dec; 59():83-96. PubMed ID: 27923443
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  • 18. Potential or problem? An investigation of secondary school teachers' attributions of the educational outcomes of students with specific learning difficulties.
    Woodcock S, Hitches E.
    Ann Dyslexia; 2017 Oct; 67(3):299-317. PubMed ID: 29134482
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  • 19. Secondary School Teachers' Beliefs, Attitudes, and Reactions to Stuttering.
    Adriaensens S, Struyf E.
    Lang Speech Hear Serv Sch; 2016 Apr 01; 47(2):135-47. PubMed ID: 27071027
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  • 20. A Closer Look: Examining Teachers' Language Around UDL, Inclusive Classrooms, and Intellectual Disability.
    Lowrey KA, Hollingshead A, Howery K.
    Intellect Dev Disabil; 2017 Feb 01; 55(1):15-24. PubMed ID: 28181885
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