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ERIC Number: EJ1148511
Record Type: Journal
Publication Date: 2017-Aug
Pages: 6
Abstractor: As Provided
ISSN: ISSN-2165-1434
An Intervention to Promote Positive Teacher-Student Relationships and Self-Determination among Adolescents with Emotional Disturbance
Lind, John; Poppen, Marcus; Murray, Christopher
Career Development and Transition for Exceptional Individuals, v40 n3 p186-191 Aug 2017
Positive teacher-student relationships provide adolescents with disabilities the confidence to explore new challenges in and out of the classroom. Goal-setting and self-determination skills have been consistently shown to promote healthy transition adjustment among students with disabilities. Despite the growing awareness of the importance of positive teacher-student relationships and self-determination, there is a paucity of specific strategies designed to improve teacher-student relationships while supporting self-determination for adolescents with high-incidence disabilities. This practitioner-focused article describes the Adolescent Goal-Setting Intervention (AGSI) and how it can be implemented in an educational context to promote teacher-student relationships and self-determination.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A