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dc.contributor.authorArnold, Shawn Travis
dc.date.accessioned2014-09-24T21:34:11Z
dc.date.available2014-09-24T21:34:11Z
dc.date.issued2009-07-14
dc.identifier.urihttp://hdl.handle.net/11122/4423
dc.description.abstractReactive Attachment Disorder (RAD) has been examined by the psychological community for many years, but only in recent years has it entered the realm of education and recognizing students with RAD has occurred. Disagreements continue to take place over what types of assessments or interventions may work for children with RAD. Often children with RAD are not diagnosis [sic] because the symptoms reflect other dysfunctional behaviors and teachers reject these students as unwilling to accept instruction. This paper is a literature review of professional articles available with bearing on teaching children with RAD. In addition, this article presents behaviors of RAD and describes recommendations in dealing with students with RAD that teachers may use. Lastly, the article briefly summarizes the content of several research articles.en_US
dc.language.isoen_USen_US
dc.publisherUniversity of Alaska Southeasten_US
dc.subjectSpecial Educationen_US
dc.subjectRADen_US
dc.subjectReactive Attachment Disorderen_US
dc.subjectLiterature Reviewen_US
dc.titleTeaching Children with Reactive Attachment Disorder: A Review of the Literatureen_US
dc.typeThesisen_US
refterms.dateFOA2020-02-02T01:22:12Z


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