A review of instructional interventions in mathematics for students with emotional and behavioral disorders

Behavioral Disorders

Volumn 31, Issue 3, 2006, Pages 297-311

  Hodge, Janie ^a   Riccomini, Paul J ^a   Buford, Rhonda ^b   Herbst, Maria H ^a  

^a CLEMSON UNIVERSITY   (United States)

^b Behavior Consulting Services

Author keywords

[No Author keywords available]

Indexed keywords

EID: 33747032358     PISSN: 01987429     EISSN: None     Source Type: Journal    
DOI: 10.1177/019874290603100304     Document Type: Article

References (83)

1. Anderson, J. A., Kutash, K., & Duchnowski, A. J. (2001). A comparison of the academic progress of students with EBD and students with LD. Journal of Emotional and Behavioral Disorders, 9, 106-115.
2. Barriga, A. Q., Doran, J. W., Newell, S. B., Morrison, E. M., Barbetti, V., & Robbins, B. D. (2002). Relationships between problem behaviors and academic achievement in adolescents: The unique role of attention problems. Journal of Emotional and Behavioral Disorders, 10, 233-240.
3. Bauer, A. M., Keefe, C. H., & Shea, T. M. (2001). Students with learning disabilities or emotional/behavioral disorders. Upper Saddle River, NJ: Merrill Prentice Hall.
4. Cade, T., & Gunter, P. L. (2002). Teaching students with severe emotional or behavioral disorders to use a musical mnemonic technique to solve basic division calculations. Behavioral Disorders, 27, 208-214.
5. Cancio, E. J., West, R. P., & Young, R. (2004). Improving mathematics homework completion and accuracy of students with EBD through self-management and parent participation. Journal of Emotional and Behavioral Disorders, 12(1), 9-22.
6. Carnine, D., Jitendra, A. K., & Silbert, J. (1997). A descriptive analysis of mathematics curricular materials from a pedagogical perspective. Remedial and Special Education, 18(2), 66-81.
7. Carr, S. C., & Punzo, R. P. (1993). The effects of self-monitoring of academic accuracy and productivity on the performance of students with behavioral disorders. Behavioral Disorders, 18, 241-250.
8. Case, L. P., Harris, K. R., & Graham, S. (1992). Improving the mathematical problem-solving skills of students with learning disabilities: Self-regulated strategy development. Journal of Special Education, 26(1), 1-19.
9. Cassel, J., & Reid, R. (1996). Use of a self-regulated strategy intervention to improve word problem-solving skills of students with mild disabilities. Journal of Behavioral Education, 6, 153-172.
10. Chesapeake Institute. (1994). National agenda for achieving better results for children and youth with serious emotional disturbance. Washington, DC: U.S. Department of Education.
11. Choate, J. S. (1987). Synthesizing assessment and programming. In J. S. Choate, T. Z. Bennett, B. E. Enright, L. S. Miller, J. A. Poteet, & T. A. Rakes (Eds.), Assessment and programming basic curriculum skills. Boston: Allyn & Bacon (231-238).
12. Cullinan, D. (2002). Students with emotional and behavior disorders: An introduction for teachers and other helping professions. Upper Saddle River, NJ: Merrill Prentice Hall.
13. Cybriwsky, C. A., & Schuster, J. W. (1990). Using constant time delay procedures to teach multiplication facts. Remedial and Special Education, 11, 54-59.
14. Davis, R. W., & Hajicek, J. O. (1985). Effects of self-instructional training and strategy training on a mathematics task with severely behaviorally disordered students. Behavioral Disorders, 10, 275-282.
15. Delquadri, J., Greenwood, C. R., Whorton, D., Carta, J. J., & Hall, R. V. (1986). Classwide peer tutoring. Exceptional Children, 52, 535-542.
16. Deno, S. L. (2003). Developments in curriculum-based measurement. The Journal of Special Education, 37, 184-192.
17. Dunlap, G., & Childs, K. E. (1996). Intervention research in emotional and behavioral disorders: An analysis of studies from 1980-1993. Behavioral Disorders, 2, 125-136.
18. Dunlap, G., Kern, L., de Perczel, M., Clarke, S., Wilson, D., Childs, K. E., et al. (1993). Functional analysis of classroom variables for students with emotional and behavioral disorders. Behavioral Disorders, 18, 275-291.
19. Elbaum, B., Vaughn, S., Hughes, M. T., & Moody, S. W. (1999). Grouping practices and reading outcomes for students with disabilities. Exceptional Children, 65, 399-415.
20. Ellis, E., Deschler, D., Lenz, B., Schumaker, J., & Clark, F. (1991). An instructional model for teaching learning strategies, Focus on Exceptional Children, 23(6), 1-23.
21. Ellis, E. S., Worthington, L. A., & Larkin, M. J. (1994). Executive summary of the research synthesis on effective teaching principles and design of quality tools for educators. Technical Report No. 6, National Center to Improve the Tools of Educators, University of Oregon. Retrieved December 12, 2005, from http://idea.uoregon.edu/~ncite/documents/techrep/tech06.html.
22. Falk, K. B., & Wehby, J. H. (2001). The effects of peer-assisted learning strategies on the beginning reading skills of young children with emotional or behavioral disorders. Behavioral Disorders, 26, 344-359.
23. Franca, V. M., Kerr, M. M., Reitz, A. L., & Lambert, D. (1990). Peer tutoring among behaviorally disordered students: Academic and social benefits to tutor and tutee. Education and Treatment of Children, 13, 109-128.
24. Fuchs, D., Fuchs, L. S., & Burish, P. (2000). Peer-assisted learning strategies: An empirically-supported practice to promote reading achievement. Learning Disabilities Research & Practice, 15, 85-91.
25. Fulk, B. M., Brigham, F. J., & Lohman, D. A. (1998) Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19, 300-309.
26. Goals 2000: Educate America Act of 1994, P. L. 103-227. 20 U. S. C. § 6301 et seq.
27. Greenbaum, P. E., Dedrick, R. F., Friedman, R. M., Kutash, K., Brown, E. C., Lardieri, S. P., et al. (1996). National adolescent and child treatment study (NACTS): Outcomes for children with serious emotional and behavioral disturbance. Journal of Emotional and Behavioral Disorders, 4(3), 130-146.
28. Gunter, P. L., Coutinho, M. J., & Cade, T. (2002). Classroom factors linked with academic gains among students with emotional and behavioral problems. Preventing School Failure, 46, 126-132.
29. Gunter, P. L., & Denny, R. K. (1998). Trends and issues in research regarding academic instruction of students with emotional and behavioral disorders. Behavioral Disorders, 24, 44-50.
30. Hallahan, D. P., & Hudson, K. G. (2002). Teaching tutorial 2: Self-monitoring of attention. Retrieved December 15, 2005, from http://www.TeachingLD.org.
31. Henley, M., Ramsey, R. S., & Algozzine, R. F. (1999). Teaching students with mild disabilities (3rd ed.). Boston, MA: Allyn & Bacon.
32. Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71(2), 165-179.
33. Hughes, C. A., & Maccini, P. (1997). Computer-assisted mathematics instruction for students with learning disabilities: A research review. Learning Disabilities, 8(3), 155-166.
34. Jolivette, K., Wehby, J. H., & Hirsch, L. (1999). Academic strategy identification for student exhibiting inappropriate classroom behaviors. Behavioral Disorders, 24, 210-221.
35. Kauffman, J. M. (1999). Comments on social development research in emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 7, 189-191.
36. Kauffman, J. M. (2001). Characteristics of emotional and behavioral disorders of children and youth (7th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
37. Knitzer, J., Sternberg, Z., & Fleisch, B. (1990). At the schoolhouse door: An examination of programs and policies for children with behavioral and emotional problems. New York: Bank Street College of Education.
38. Kroesbergen, E. H., & Van Luit, J. (2003). Mathematics interventions for children with special educational needs: A meta-analysis. Remedial and Special Education, 24(2), 97-114.
39. Landeen, J. J., & Adams, D. A. (1988). Computer assisted drill and practice for behaviorally handicapped learners: Proceed with caution. Education and Treatment of Children, 11, 218-229.
40. Lazarus, B. D. (1993). Self-management and achievement of students with behavior disorders. Psychology in the Schools, 30, 67-74.
41. Lee, Y. Y., Sugai, G., & Horner, R. H. (1999). Using an instructional intervention to reduce problem and off-task behaviors. Journal of Positive Behavior Interventions, 1(4), 195-204.
42. Lenz, K. B., Ellis, E. S., & Scanlon, D. (1996). Teaching learning strategies to adolescents and adults with learning disabilities. Austin, TX: Pro-Ed.
43. Levendoski, L. S., & Cartledge, C. (2000). Self-monitoring for elementary school children with serious emotional disturbances: Classroom applications for increased academic responding. Behavioral Disorders, 25, 211-224.
44. Lloyd, J. W., Forness, S. R., & Kavale, K. A. (1998). Some methods are more effective than others. Intervention in School & Clinic, 33, 195-200.
45. Maccini, P., & Gagnon, J. C. (2000). Best practices for teaching mathematics to secondary students with special needs. Focus on Exceptional Children, 32(5), 1-22.
46. Maccini, P., & Hughes, C. (1997). Mathematics interventions for adolescents with learning disabilities. Learning Disabilities Research and Practice, 12, 168-176.
47. Maheady, L., Harper, G. F., & Mallette, B. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading & Writing Quarterly, 22, 65-89.
48. Mastropieri, M. A., Jenkins, V., & Scruggs, T. E. (1985). Academic and intellectual characteristics of behaviorally disordered children and youth. Monographs in Behavior Disorders, 8, 86-104.
49. Mathes, P. G., & Fuchs, L. S. (1994). The efficacy of peer tutoring for students with mild disabilities: A best evidence synthesis. School Psychology Review, 23(1), 59-80.
50. Mattison, R. E., Hooper, S. R., & Glassberg, L. A. (2002). Three-year course of learning disorders in special education students classified as behavioral disordered. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 1454-1461.
51. McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22, 5-25.
52. Meadows, N. B., Neel, R. S., Scott, C. M., & Parker, G. (1994). Academic performance, social competence, and mainstream accommodations: A look at mainstreamed and nonmainstreamed students with serious behavioral disorders. Behavioral Disorders, 19, 170-180.
53. Miller, M., Miller, S. R., Wheeler, J., & Selinger, J. (1989). Can a single-classroom treatment approach change academic performance and behavioral characteristics in severely behaviorally disordered adolescents: An experimental inquiry. Behavioral Disorders, 14, 215-225.
54. Montague, M. (1992). The effects of cognitive and metacognitive strategy instruction on the mathematical problem solving of middle school students with learning disabilities. Journal of Learning Disabilities, 25, 230-244.
55. Mooney, P., Epstein, M. H., Reid, R., & Nelson, J. R. (2003). Status of and trends in academic intervention research for students with emotional disturbance. Remedial and Special Education, 24, 273-287.
56. National Council of Teachers of Mathematics. (2003). Principles and standards for school mathematics. Reston, VA: The National Council of Teachers of Mathematics, Inc.
57. Nelson, J. R., Benner, G. J., Lane, K., & Smith, B. J. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59-73.
58. Nelson, J. R., Johnson, A., & Marchand-Martella, N. (1996). Effects of direct instruction, cooperative learning, and independent learning practices on the classroom behavior of students with behavioral disorders: A comparative analysis. tournai of Emotional and Behavioral Disorders, 4(1) 53-62.
59. Penno, D. A., Frank, A. R., & Wacker, D. P. (2000). Instructional accommodations for adolescent students with severe emotional or behavioral disorders. Behavioral Disorders, 25, 325-343.
60. Pierce, C., Reid, R., & Epstein, M. H. (2004). Teacher-mediated interventions for children with EBD and their academic outcomes: A review. Remedial and Special Education, 25, 175-188.
61. Reid, R. (1996). Research in self-monitoring with students with learning disabilities: The present, the prospects, the pitfalls. Journal of Learning Disabilities, 29, 317-329.
62. Reid, R., Gonzalez, J. E., Nordness, P. D., Trout, A., & Epstein, M. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. The Journal of Special Education, 38, 130-143.
63. Riccomini, P. J., & Stecker, P. M. (in press). Implementing peer-assisted learning strategies in reading in a South Carolina elementary school. Journal of Teachers as Educators: A Celebration of Teaching.
64. Ruhl, K. L., & Berlinghoff, D. H. (1992). Research on improving behaviorally disordered students' academic performance: A review of the literature. Behavioral Disorders, 17, 178-190.
65. Ryan, J. B., Reid, R., & Epstein, M. H. (2004). Peer-mediated intervention studies on academic achievement for students with EBD: A review. Remedial and Special Education, 25, 330-341.
66. Sabornie, E. J., Cullinan, D., Osborne, S. S., & Brock, L. B. (2005). Intellectual, academic, and behavioral functioning of students with high-incidence disabilities: A cross-categorical meta-analysis. Exceptional Children, 72, 7-63.
67. Salend, S. J., & Washin, B. (1988). Team-assisted individualization with handicapped adjudicated youth. Exceptional Children, 55, 174-181.
68. Scruggs, T. E., Mastropieri, M. A., & Tolfa-Veit, D. (1986). The effects of coaching on standardized test performance of learning disabled and behaviorally disordered students. Remedial and Special Education, 7, 37-41.
69. Simpson, R. L. (1999). Children and youth with emotional and behavioral disorders: A concerned look at the present and a hopeful eye for the future. Behavioral Disorders, 24, 284-292.
70. Skinner, C. H., Bamberg, H. W., Smith, E. S., & Powell, S. S. (1993). Cognitive cover, copy, and compare: Subvocal responding to increase rates of accurate division responding. Remedial and Special Education, 14, 49-56.
71. Skinner, C. H., Ford, J. H., & Yonker, B. D. (1991). A comparison of instructional response requirements on the multiplication performance of behaviorally disordered students. Behavioral Disorders, 17, 56-65.
72. Skinner, C. H., Turco, T. L., Beatty, K. L., & Rasavage, C. (1989). Cover, copy and compare: A method for increasing multiplication performance. School Psychology Review, 18, 412-420.
73. Spencer, V. C., Scruggs, T. E., & Mastropieri, M. A. (2003). Content area learning in middle school social studies and students with emotional or behavioral disorders: A comparison of strategies. Behavioral Disorders, 28, 77-93.
74. Stanovich, P. J., & Stanovich, K. E. (2003). Using research and reason in education: How teachers can use scientifically based research to make curricular & instructional decisions. Washington, DC: National Institute for Literacy.
75. Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. H. (2003). Research on the academic status of children with emotional and behavioral disorders: A review of the literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11, 198-210.
76. U.S. Department of Education. (2005). Twenty-fifth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
77. Utley, C. A., Mortweet, S. L., & Greenwood, C. R. (1997). Peer-mediated instruction and interventions. Focus on Exceptional Children, 29(5), 1-23.
78. Valdes, K. A., Williamson, C. L., & Wagner, M. M. (1990). The national longitudinal transition study of special education students. Menlo Park, CA: SRI International.
79. Walker, H. M., & Sylvester, R. (1998). Reducing student refusal and resistance. Teaching Exceptional Children, 30(6), 52-57.
80. Wehby, J. H., Lane, K. L., & Falk, K. B. (2003). Academic instruction for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 194-197.
81. Wehby, J. H., Symons, F. J., & Canale, J. A., & Go, F. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
82. West, R. P., & Sloane, H. N. (1986). Teacher presentation rate and point delivery rate. Behavior Modification, 10, 267-286.
83. Xin, J. F. (1999). Computer-assisted cooperative learning in integrated classrooms for students with and without disabilities. Information Technology in Childhood Education, 61-78.