Early student-teacher relationships of children with and without intellectual disability: Contributions of behavioral, social, and self-regulatory competence

Research output: Contribution to journalArticlepeer-review

Original languageEnglish
Pages (from-to)363-383
Number of pages21
JournalJournal of School Psychology
Volume45
Issue number4
DOIs
StatePublished - Aug 2007

ASJC Scopus Subject Areas

  • Education
  • Developmental and Educational Psychology

Keywords

  • Behavior problems
  • Intellectual disability
  • Self-regulation
  • Social skills
  • Student-teacher relationship
  • Transition to school

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