Abstract
The range of empirically based evidence on interventions for meeting the needs of students with social, emotional and behavioural difficulties (SEBD) in mainstream schools is rich and varied. This paper is based on an international literature search and review of studies that were published between 1980 and 2012. Particular attention is given to evidence that define the qualities and skills of effective teachers and the value of behavioural and cognitive behavioural interventions.
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