Article: Introduction to the Special Issue: Cognitive-Behavioral Interventions With Students With EBD

ABSTRACT:

Significant progress has been made in developing models of social information processing, and cognitive-behavioral processes and related interventions. While there has been limited attention to cognitive-behavioral modification (CBM) in the special education literature, the major ity of the contributions have come from the fields of school, clinical, and cognitive psychology. Despite well-documented needs of students with emotional/behavioral disorders (EBD) in areas of anger/aggression, anxiety, depression, and research demonstrating the efficacy of CBM interventions in these areas, these disciplines have operated somewhat independently of each other with respect to CBM. This ...

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