Findings highlight the importance of contextual factors in determining classroom performance in children with behavioural difficulties. Given the current pressure to educate all children in mainstream classes, findings have implications for classroom management.
From MEDLINE®/PubMed®, a database of the U.S. National Library of Medicine.
This record was last updated on 07/02/2016 and may not reflect the most current and accurate biomedical/scientific data available from NLM.
The corresponding record at NLM can be accessed at https://www.ncbi.nlm.nih.gov/pubmed/10230343