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.
Authors:	Campbell, Aaron R.¹ arachellecampbell@tamu.edu, Bowman-Perrott, Lisa¹, Burke, Mack D.¹, Sallese, Mary Rose¹
Source:	Insights into Learning Disabilities. Fall2019, Vol. 16 Issue 2, p119-138. 20p.
Subject Terms:	At-risk students, Special education, Reading comprehension, Acalculia, Students, Reading, Mathematics
Abstract:	There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or atrisk 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]
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Database:	Education Research Complete

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Abstract:	There is a strong connection between emotional and behavioral problems and academic outcomes across multiple domains for students with or atrisk 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]
ISSN:	19491212