A Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties.
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| Title: | A Synthesis of Academic Interventions for High School Students With Behavioral and Learning Difficulties. |
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| Authors: | Payne, S. Blair1 blairpayne@utexas.edu, Yoon, Na Young1 |
| Source: | Behavioral Disorders. Aug2025, Vol. 50 Issue 4, p202-212. 11p. |
| Subject Terms: | *Reading, *Student assistance programs, *High schools, *Psychology of high school students, *Behavior disorders in children, *Academic achievement, *Written communication, *Orthography & spelling, *Learning disabilities, *ERIC (Information retrieval system), *Adolescence, Effect sizes (Statistics), Mathematics, Research funding, Evaluation of human services programs, Descriptive statistics, Systematic reviews, Comorbidity, Psychology information storage & retrieval systems |
| Abstract: | Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-age students with co-occurring BD/LD. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-age students with co-occurring BD/LD. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01987429 |
| DOI: | 10.1177/01987429241261969 |
