title: Psychotherapy as an approach to special education prevention: perceptions of student behavior.
abstract: This study investigated the impact of one year of psychotherapy, used in an attempt to avoid special education referral, on teachers' and psychotherapists' perceptions of student disruptiveness and withdrawal. Results indicated that psychotherapists perceived improvement in both types of behavior, while teachers did not. Possible reasons for this perceptual difference are discussed.
authors.affiliation: Department of Teaching and Learning, New York University.
authors.forename: S
authors.initials: S
authors.lastname: Kastner
authors.forename: D M
authors.initials: DM
authors.lastname: Podell
mesh_terms: D000293:Adolescent; D001291:Attitude of Health Personnel; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology* / Q000628:therapy*; D004519:Education, Special; D005260:Female; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology* / Q000628:therapy*; D008297:Male; D011613:Psychotherapy; D012017:Referral and Consultation; D012307:Risk Factors; D012934:Social Isolation