ERIC Number: EJ1021060
Record Type: Journal
Publication Date: 2014
Abstractor: As Provided
Science Instruction for Students with Emotional and Behavioral Disorders
Therrien, William J.; Taylor, Jonte C.; Watt, Sarah; Kaldenberg, Erica R.
Remedial and Special Education, v35 n1 p15-27 Jan-Feb 2014
This review examined classroom science instruction for students with emotional and behavioral disorders (EBD). A total of 11 group and single-subject studies were analyzed. Across all group studies, a conservatively calculated mean effect size of 0.471 was obtained indicating the interventions as a whole had at least a small to moderate impact on students' with EBD achievement. Findings were further analyzed by student characteristics, intervention type, dependent measures utilized, and study variables. A significant result of these subanalyses indicates that while additional research is needed, students with EBD may benefit from inquiry approaches provided the method implemented includes enough structure to ensure student engagement. Results also suggest that mnemonic instruction is highly effective at increasing students' with EBD knowledge and retention of science facts.
Descriptors: Science Instruction, Emotional Problems, Behavior Disorders, Effect Size, Academic Achievement, General Education, Evidence, Best Practices, Teaching Methods, Literature Reviews, Control Groups, Experimental Groups, Educational Strategies, Intervention, Comparative Analysis, Predictor Variables, Student Characteristics
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Publication Type: Journal Articles; Reports - Research; Information Analyses
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