{"title":"改善有严重情绪障碍或有严重情绪障碍风险的儿童和青少年结果的国家议程的含义","authors":"David Osher, Tom V. Hanley","doi":"10.1300/J008V10N02_02","DOIUrl":null,"url":null,"abstract":"Abstract Fragmented, agency-centered services contribute to poor educational and social outcomes. The National Agenda to Improve Results for Children and Youth with Serious Emotional Disturbance targets approaches that are knowledge-based and have a high likelihood of improving outcomes. This article explores the implications of the Agenda's seven targets andthe importance of early identification and prevention.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"10 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"1996-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":"{\"title\":\"Implications of the National Agenda to Improve Results for Children and Youth with or at Risk of Serious Emotional Disturbance\",\"authors\":\"David Osher, Tom V. Hanley\",\"doi\":\"10.1300/J008V10N02_02\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Fragmented, agency-centered services contribute to poor educational and social outcomes. The National Agenda to Improve Results for Children and Youth with Serious Emotional Disturbance targets approaches that are knowledge-based and have a high likelihood of improving outcomes. This article explores the implications of the Agenda's seven targets andthe importance of early identification and prevention.\",\"PeriodicalId\":287957,\"journal\":{\"name\":\"Special services in the schools\",\"volume\":\"10 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"1996-03-07\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"4\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Special services in the schools\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1300/J008V10N02_02\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Special services in the schools","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1300/J008V10N02_02","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Implications of the National Agenda to Improve Results for Children and Youth with or at Risk of Serious Emotional Disturbance
Abstract Fragmented, agency-centered services contribute to poor educational and social outcomes. The National Agenda to Improve Results for Children and Youth with Serious Emotional Disturbance targets approaches that are knowledge-based and have a high likelihood of improving outcomes. This article explores the implications of the Agenda's seven targets andthe importance of early identification and prevention.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
