Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis.
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| Title: | Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis. |
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| Authors: | Soares, Denise A.1 (AUTHOR) dasoares@olemiss.edu, Harrison, Judith R.2 (AUTHOR), Peltier, Corey3 (AUTHOR), Press, Kathryn2 (AUTHOR) |
| Source: | Behavioral Disorders. Nov2025, Vol. 51 Issue 1, p39-57. 19p. |
| Subject Terms: | *School environment, *Psychotherapy, *High schools, *Education, *Elementary schools, *Affective disorders, *Students with disabilities, *Behavior disorders in children, *Academic achievement, *Special education schools, *Special education, *Middle schools, *Child behavior, Strategic planning, Meta-analysis, Descriptive statistics, Systematic reviews, Medical coding, Evidence-based medicine, Data analysis software, Psychosocial factors |
| Geographic Terms: | United States |
| Abstract: | More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed. [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 |
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| Abstract: | More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01987429 |
| DOI: | 10.1177/01987429241261382 |
