Reading, Writing, Math, and Content-Area Interventions for Improving Behavioral and Academic Outcomes of Students With Emotional and Behavioral Disorders.
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| Title: | Reading, Writing, Math, and Content-Area Interventions for Improving Behavioral and Academic Outcomes of Students With Emotional and Behavioral Disorders. |
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| Authors: | Campbell, Aaron R.1 arachellecampbell@tamu.edu, Bowman-Perrott, Lisa1, Burke, Mack D.1, Sallese, Mary Rose1 |
| Source: | Learning Disabilities - A Contemporary Journal. Fall2018, Vol. 16 Issue 2, p119-138. 20p. |
| Subject Terms: | *Reading comprehension, *Acalculia, *At-risk students, *Special education, *Reading, Mathematics, Meta-analysis |
| Abstract: | There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or at-risk of emotional and behavioral disorders (EBD). There is a growing body of research investigating this area within the field of special education. This article summarized findings from seven systematic reviews and five meta-analyses focused on academic, curricular, and instructional interventions for students with or at-risk for EBD. The reviews specifically focused on the domains of reading, writing, math, and content area instruction. A total of 3,366 students with or at-risk for EBD in grades K-12 were participants across all 12 reviews. Implications are provided for improving applied practice for students with or at-risk of EBD. [ABSTRACT FROM AUTHOR] |
| Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 136134306 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=136134306 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 119 Subjects: – SubjectFull: Reading comprehension Type: general – SubjectFull: Acalculia Type: general – SubjectFull: At-risk students Type: general – SubjectFull: Special education Type: general – SubjectFull: Reading Type: general – SubjectFull: Mathematics Type: general – SubjectFull: Meta-analysis Type: general Titles: – TitleFull: Reading, Writing, Math, and Content-Area Interventions for Improving Behavioral and Academic Outcomes of Students With Emotional and Behavioral Disorders. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Campbell, Aaron R. – PersonEntity: Name: NameFull: Bowman-Perrott, Lisa – PersonEntity: Name: NameFull: Burke, Mack D. – PersonEntity: Name: NameFull: Sallese, Mary Rose IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Fall2018 Type: published Y: 2018 Identifiers: – Type: issn-print Value: 19376928 Numbering: – Type: volume Value: 16 – Type: issue Value: 2 Titles: – TitleFull: Learning Disabilities - A Contemporary Journal Type: main |
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