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 |
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| 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 |
| 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. |
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| ISSN: | 0741-9325 |
