View in EDS HTML Full Text PDF Full Text

A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders.

Saved in:
Bibliographic Details
Title: A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders.
Authors: Chitiyo, Argnue1 achitiyo@bsu.edu, King, Seth A.2, Krizon, Margaret D.1, Ablakwa, Cephas N.3, Markelz, Andrew M.1
Source: Behavioral Disorders. Aug2021, Vol. 46 Issue 4, p214-225. 12p.
Subject Terms: *Behavior disorders, *Affective disorders, *Reading, Professional practice, Meta-analysis, Systematic reviews, Evidence-based medicine
Abstract: Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings. [ABSTRACT FROM AUTHOR]
Copyright of Behavioral Disorders is the property of Sage Publications Inc. 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
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: ehh
DbLabel: Education Research Complete
An: 151330949
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Chitiyo%2C+Argnue%22">Chitiyo, Argnue</searchLink><relatesTo>1</relatesTo><i> achitiyo@bsu.edu</i><br /><searchLink fieldCode="AR" term="%22King%2C+Seth+A%2E%22">King, Seth A.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Krizon%2C+Margaret+D%2E%22">Krizon, Margaret D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Ablakwa%2C+Cephas+N%2E%22">Ablakwa, Cephas N.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Markelz%2C+Andrew+M%2E%22">Markelz, Andrew M.</searchLink><relatesTo>1</relatesTo>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Behavioral+Disorders%22">Behavioral Disorders</searchLink>. Aug2021, Vol. 46 Issue 4, p214-225. 12p.
– Name: Subject
  Label: Subject Terms
  Group: Su
  Data: *<searchLink fieldCode="DE" term="%22Behavior+disorders%22">Behavior disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Affective+disorders%22">Affective disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+practice%22">Professional practice</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+medicine%22">Evidence-based medicine</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Behavioral Disorders is the property of Sage Publications Inc. 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.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=151330949
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/0198742920919095
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 214
    Subjects:
      – SubjectFull: Behavior disorders
        Type: general
      – SubjectFull: Affective disorders
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Professional practice
        Type: general
      – SubjectFull: Meta-analysis
        Type: general
      – SubjectFull: Systematic reviews
        Type: general
      – SubjectFull: Evidence-based medicine
        Type: general
    Titles:
      – TitleFull: A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Chitiyo, Argnue
      – PersonEntity:
          Name:
            NameFull: King, Seth A.
      – PersonEntity:
          Name:
            NameFull: Krizon, Margaret D.
      – PersonEntity:
          Name:
            NameFull: Ablakwa, Cephas N.
      – PersonEntity:
          Name:
            NameFull: Markelz, Andrew M.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Text: Aug2021
              Type: published
              Y: 2021
          Identifiers:
            – Type: issn-print
              Value: 01987429
          Numbering:
            – Type: volume
              Value: 46
            – Type: issue
              Value: 4
          Titles:
            – TitleFull: Behavioral Disorders
              Type: main
ResultId 1