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ERIC Number: EJ822029
Record Type: Journal
Publication Date: 2009
Pages: 12
Abstractor: As Provided
Reference Count: 54
ISBN: N/A
ISSN: ISSN-1045-988X
Adequate Yearly Progress for Students with Emotional and Behavioral Disorders through Research-Based Practices
Vannest, Kimberly J.; Temple-Harvey, Kimberly K.; Mason, Benjamin A.
Preventing School Failure, v53 n2 p73-84 Win 2009
Because schools are held accountable for the academic performance of all students, it is important to focus on academics and the need for effective teaching practices. Adequate yearly progress, a method of accountability that is part of the No Child Left Behind Act (2001), profoundly affects the education of students who have emotional and behavioral disorders (EBD). These students, who typically and consistently perform below grade level, are, or soon will be, tested on grade level across content-area courses. The authors conducted a review of academic interventions for students with EBD to broaden the impact of research by developing a list of instructional interventions that researchers have demonstrated to be effective in improving academic performance of students with EBD. (Contains 1 table.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001