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Intervention with Students with Learning, Emotional and Behavioral Disorders: Why Do We Take so Long to Do It?

João Lopes
Education and Treatment of Children
Vol. 28, No. 4 (NOVEMBER 2005), pp. 345-360
Stable URL: http://www.jstor.org/stable/42899858
Page Count: 16
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
Intervention with Students with Learning, Emotional and Behavioral Disorders: Why Do We Take so Long to Do It?
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Abstract

Learning, emotional and behavior disorders of school-aged children and youth are major issues in school related research. In this paper we approach three specific topics that in our view are central for the understanding of the problem and the effectiveness of intervention in this area: (1) the issue of comorbidity of emotional, behavioral, and learning disorders, (2) the influence of academic underachievement in the development of EBD; and (3) the timing of interventions with emotional, behavior and learning disorders (EBLD). We discuss why in the context of the Portuguese educational system (a) there is little recognition of comorbidity (each disorder is usually treated independently of other associated disorders), (b) why the influence of learning failure in the development of EBD is rarely considered, and (c) why interventions with learning and/or behavior disorders are often timeless. Central to this paper is the idea that dealing effectively with learning failure is one of the best ways to deal effectively with EBD.

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