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The study examined how teachers and children with emotional and behavioral disturbances engage in dialogues about children's emotional experiences. Dialogues about emotions are an important strategy for teachers to co-regulate children's emotions but have remained understudied. This study aimed to explore whether the Autobiographical Emotional Events Dialogue (AEED) can help to assess the quality of teacher-child emotion dialogues about past emotional events and examined associations with child behavior and teacher-child relationship quality. The sample inc
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