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ERIC Number: EJ894096
Record Type: Journal
Publication Date: 2008
Pages: 7
Abstractor: ERIC
Reference Count: 36
ISSN: ISSN-1074-2956
Improving the Mathematics Instruction for Students with Emotional and Behavioral Disorders: Two Evidenced-Based Instructional Approaches
Riccomini, Paul J.; Witzel, Bradley; Robbins, Kathy
Beyond Behavior, v17 n2 p24-30 Win 2008
Teaching mathematics to students with emotional and behavioral disorders (EBD) is one of the most challenging tasks educators face today. Students with EBD are reported to have the most dismal outcomes of any other group of students with disabilities including the lowest grades, the most failing grades, higher retention rates, the highest dropout rate, and the lowest graduation rate. In addition, a closer examination of the mathematics performance of students with EBD also reveals poor outcomes. Although students with EBD struggle with behavioral expectations and academic requirements, this article focuses on improving mathematics instruction. It is the combination of evidenced-based classroom management strategies and instructional approaches that will maximize the learning outcomes of students with EBD. To that end, this article will share two evidenced-based approaches for providing students with EBD more effective mathematics instruction: (a) peer-mediated instruction; and (b) Concrete to Representational to Abstract sequence of instruction. The use of the described instructional approaches can better assist students with EBD in learning important mathematical concepts and meeting the increasingly more rigorous mathematical achievement requirements on statewide assessments. (Contains 3 tables and 1 figure.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A