Dahlin, K.I.E. (2010). Effects of working memory training on reading in children with special needs. Reading and Writing, 24(4), 479-491.
Watch how this primary school teacher incorporates discussions about Emotion into his classroom.
Cards with strategies for managing emotions help students remember how to act when faced with strong feelings.
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. TEACHING Exceptional Children, 00400599211048214.
Teaching students how to label, identify, and manage emotions helps them learn Inhibition & Self-Regulation skills.
Seo, S., Brownell, M. T., Bishop, A. G., & Dingle, M. (2008). Beginning special education teachers' classroom reading instruction: Practices that engage elementary students with learning disabilities. Exceptional Children, 75(1), 97-122.
Seo, S., Brownell, M. T., Bishop, A. G., & Dingle, M. (2008). Beginning special education teachers' classroom reading instruction: Practices that engage elementary students with learning disabilities. Exceptional Children, 75(1), 97-122.
Flinchbaugh, C. L., Moore, E. W. G., Chang, Y. K., & May, D. R. (2012). Student well-being interventions: The effects of stress management techniques and gratitude journaling in the management education classroom. Journal of Management Education, 36(2), 191-219.
Kennedy, M. J., & Romig, J. E. (2021). Cognitive load theory: An applied reintroduction for special and general educators. Teaching Exceptional Children, 00400599211048214.
American Psychological Association, Coalition for Psychology in Schools and Education. (2015). Top 20 principles from psychology for preK–12 teaching and learning. Retrieved from http://www.apa.org/ed/schools/cpse/top-twenty-principles.pdf
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