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ERIC Number: EJ1026769
Record Type: Journal
Publication Date: 2014
Pages: 16
Abstractor: As Provided
Reference Count: 81
ISBN: N/A
ISSN: ISSN-1045-988X
Mathematics Instruction for Students with Emotional and Behavioral Disorders: A Best-Evidence Synthesis
Ralston, Nicole C.; Benner, Gregory J.; Tsai, Shu-Fei; Riccomini, Paul J.; Nelson, J. Ron
Preventing School Failure, v58 n1 p1-16 2014
The authors report findings of a best-evidence synthesis of the effects of mathematics instruction on the mathematics skills of students with emotional and behavioral disorders. The goal of the synthesis was to extend previous research by (a) detailing independent variables, instructional components, and outcome measures for each study; (b) analyzing study outcomes using improvement rate difference and percentage of nonoverlapping data; and (c) summarizing literature on mathematics interventions conducted with students with emotional and behavioral disorders over four decades (from 1968 to present). Highly effective mathematics intervention studies conducted with students with emotional and behavioral disorders, limitations, and future research directions are presented and discussed.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A