Although students with emotional disturbance are
commonly known for their social behavioral deficits,
they often have academic deficits as well.
Unfortunately, much of the intervention research and
many of the practices used with this population
focus upon their social deficits and fail to focus
upon ameliorating their academic deficits. Clearly,
there is a need to identify research-based
interventions that focus on improving both the
social and academic deficits exhibited by students
with emotional disturbance. The purpose of this
study was to examine the differential effects of...