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Teacher-mediated interventions for children with EBD and their academic outcomes: a review.

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Title: Teacher-mediated interventions for children with EBD and their academic outcomes: a review.
Authors: Pierce CD (AUTHOR), Reid R (AUTHOR), Epstein MH (AUTHOR)
Source: Remedial & Special Education. May/Jun2004, Vol. 25 Issue 3, p175-188. 14p.
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. [ABSTRACT FROM AUTHOR]
Copyright of Remedial & Special Education 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: Psychology and Behavioral Sciences Collection
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  Data: Teacher-mediated interventions for children with EBD and their academic outcomes: a review.
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  Data: <searchLink fieldCode="JN" term="%22Remedial+%26+Special+Education%22">Remedial & Special Education</searchLink>. May/Jun2004, Vol. 25 Issue 3, p175-188. 14p.
– Name: Abstract
  Label: Abstract
  Group: Ab
  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. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Remedial & Special Education 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.)
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              Text: May/Jun2004
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