Mathematics Instruction for Students With Emotional and Behavioral Disorders: A Best-Evidence Synthesis
Document Type
Article
Department or Administrative Unit
Science Education
Publication Date
2014
Abstract
The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b) analyzing study outcomes using improvement rate difference and percentage of nonoverlapping data; and (c) summarizing literature on mathematics interventions conducted with students with emotional and behavioral disorders over four decades (from 1968 to present). Highly effective mathematics intervention studies conducted with students with emotional and behavioral disorders, limitations, and future research directions are presented and discussed.
Recommended Citation
Ralston, N. C., Benner, G. J., Tsai, S. F., Riccomini, P. J., & Nelson, J. R. (2013). Mathematics Instruction for Students With Emotional and Behavioral Disorders: A Best-Evidence Synthesis. Preventing School Failure: Alternative Education for Children and Youth, 58(1), 1–16. https://doi.org/10.1080/1045988x.2012.726287
Journal
Preventing School Failure: Alternative Education for Children and Youth
Comments
This article was originally published in Preventing School Failure: Alternative Education for Children and Youth. The full-text article from the publisher can be found here.
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