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Teaching Children with Reactive Attachment Disorder: A Review of the Literature

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dc.contributor.author Arnold, Shawn Travis
dc.date.accessioned 2014-09-24T21:34:11Z
dc.date.available 2014-09-24T21:34:11Z
dc.date.issued 2009-07-14
dc.identifier.uri http://hdl.handle.net/11122/4423
dc.description.abstract Reactive 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.iso en_US en_US
dc.publisher University of Alaska Southeast en_US
dc.subject Special Education en_US
dc.subject RAD en_US
dc.subject Reactive Attachment Disorder en_US
dc.subject Literature Review en_US
dc.title Teaching Children with Reactive Attachment Disorder: A Review of the Literature en_US
dc.type Thesis en_US


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