Category: Smaller Project

How do included and excluded students with SEBD function socially and academically after 1,5 year of special education services?

Special education services in exclusive settings may afford certain benefits to some students with social/emotional/behavioural difficulties (SEBD), not typically found in regular education, which can be considered a first indication that there may be valid counterarguments against the ‘inclusion for all’ perspective on educational needs.

Making eye movements during imaginal exposure leads to short-lived memory effects compared to imaginal exposure alone

At intervention start, making EM during imaginal exposure prevents memory inflation. Imaginal exposure with or without EM causes immediate and 24 h memory deflation. Imaginal exposure + EM leads to short-lived effects compared to imaginal exposure. Change patterns were hardly explained by predictive variables.