Kristin Lierheimer
Biographic Data
| ID | 6607978 |
|---|---|
| NAME | Kristin Lierheimer |
| GIVEN NAMES | Kristin |
| FAMILY NAME | Lierheimer |
| SIGNATURE | LIERHEIMER K |
| AFFILIATIONS | University of Missouri |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2012 |
| H-INDEX | 1 |
Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School
Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as …
Characteristics of Students With High-Incidence Disabilities Broadly Defined
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now bein…
Characteristics of Students With High-Incidence Disabilities Broadly Defined
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now bein…
Exploring Self-Concept for Students with Emotional and/or Behavioral Disorders as They Transition from Elementary to Middle School and High School
Although significant research has been conducted around assessment and intervention for students with emotional and/or behavioral disorders (EBDs), few have investigated specifically how students with EBD self-report on their academic and social competence, or self-concept. Using a national longitudinal database, this study explored how students with EBD reported their self-concept in elementary school, how their reported self-concept changed as …
Characteristics of Students With High-Incidence Disabilities Broadly Defined
Students with high-incidence disabilities are the most prevalent among children and youth with disabilities in U.S. schools. This group typically includes students with emotional and/or behavioral disorders (E/BD), learning disabilities (LD), and mild intellectual disability (MID). However, students with other disabilities, including high-functioning autism, attention-deficit hyperactivity disorder, and speech and language impairment are now bein…
Psychology (2 works) · Social Psychology (2 works) · Artificial Intelligence (1 work) · Attention Deficit Hyperactivity Disorder (1 work) · Autism (1 work) · Autism spectrum disorder (1 work) · Autism Spectrum Disorder Research (1 work) · Child and Adolescent Psychosocial and Emotional Development (1 work) · Clinical Psychology (1 work) · Clinical Psychology (1 work)