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Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes

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Title: Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes
Language: English
Authors: Pierce, C. D., Reid, R., Epstein, M. H.
Source: Remedial and Special Education. May 2004 25(3):175-188.
Availability: PRO-ED, Inc., 8700 Shoal Creek Boulevard, Austin, TX 78757-6897. Tel: 800-897-3202 (Toll Free).
Peer Reviewed: Y
Page Count: 14
Publication Date: 2004
Document Type: Journal Articles
Reports - Research
Descriptors: Participant Characteristics, Behavior Disorders, Emotional Disturbances
ISSN: 0741-9325
Abstract: This review examined the effectiveness of teachermediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated interventions are successful across academic subject areas. However, the participant characteristics were defined poorly, and the settings used within these studies did not accurately reflect the current EBD population s actual classroom placement. Finally, a lack of programmatic research on teacher-mediated interventions has made it difficult, if not impossible, to generalize the outcomes of these studies to broader populations of students with EBD.
Abstractor: Author
Entry Date: 2005
Access URL: https://www.ingentaconnect.com/content/proedcw/rase
Accession Number: EJ695615
Database: ERIC
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  Data: This review examined the effectiveness of teachermediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated interventions are successful across academic subject areas. However, the participant characteristics were defined poorly, and the settings used within these studies did not accurately reflect the current EBD population s actual classroom placement. Finally, a lack of programmatic research on teacher-mediated interventions has made it difficult, if not impossible, to generalize the outcomes of these studies to broader populations of students with EBD.
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      – Text: English
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