The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (Bo) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b) including studies sampling from students with or at risk of Bi), (c) analyzing study outcomes using average effect size estimates as a common metric, and (d) summarizing literature on reading interventions conducted with students with or at risk of Bl) over nearly four decades (from 1970 to present). Results of the review suggest that effective literacy instruction has a positive effect on the reading skills of students with or at risk of Bl). Limitations and future directions are presented.

The purpose of this study is to examine the extent to which two specific elements of fidelity of implementation (i.e., adherence and quality of delivery) enhanced or constrained the effects of a reading intervention for middle school students experiencing reading difficulties. A total of 281 middle school students with reading difficulties received an intensive reading intervention (i.e., Corrective Reading Decoding strand) delivered by trained school staff ( n = 21) at three middle schools. Although students receiving the Corrective Reading Decoding strand made statistically significant ( p < .001) improvements in their basic reading skills and passage comprehension overall, variations in student gains were found. Overall fidelity of implementation accounted for 22% and 18% of the variance in the gains in basic reading skills and passage comprehension of middle school students with reading difficulties, respectively ( p < .05). Two teacher actions, following the lesson format as designed and reteaching lessons when needed, predicted student basic reading and passage comprehension skills above and beyond other teacher actions ( p < .05). Results, implications, and limitations are discussed.

This article examined the efficacy of a primary-level, standard-protocol behavior intervention for students with externalizing behavioral disorders. Elementary schools were randomly assigned to treatment (behavior intervention) or control (business as usual) conditions, and K-3 students were screened for externalizing behavior risk status. The final sample included 7 treatment schools ( n = 44 students) and 6 control schools ( n = 26 students). Results of multilevel models showed that students with externalizing behavior in the treatment schools had significantly lower levels of problem behavior than those in the control schools. A positive but statistically nonsignificant treatment trend was observed for increased on-task behavior. No effects were observed for academic skills. The positive effects of the behavior intervention were smaller in schools serving higher proportions of students with low socioeconomic status and for students who had higher baseline levels of externalizing behavior. The discussion includes the results, practical importance, and limitations.

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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.