Response to Intervention (RtI) has become an important element of policy, practice, and research since the 2004 reauthorization of the Individuals with Disabilities Education Act. In this article, five metrics recommended by Gresham (2005) were used to evaluate the progress of 127 students who were at risk of developing emotional disturbance and enrolled in a Tier 2 targeted group intervention. Student progress on a daily behavior report card was used to identify responders and nonresponders. Results suggest that percentage of change and effect size were the most useful metrics and identified 67% of the students as responders to the intervention. Additionally, 91% of the responders were not identified for special education, and over 50% reduced their problem behavior ratings on the Social Skills Rating System Teacher Form. These findings suggest that the intervention reduced the student's at-risk status and helped prevent the development of emotional and behavioral disabilities.

In this research article, Haeny Yoon and Tran Nguyen Templeton explore the challenges of listening to children in both classrooms and research that purports to center young children. Through two stories from their respective studies, Yoon and Templeton highlight the complexities of following children's leads given the competing agendas situating the work of teachers and researchers in neoliberal contexts. Time constraints, curricular mandates, and research expectations limit children's valuable contributions to their sociocultural communities. The authors' goal is to discuss the possibilities in taking up children's words, gestures, and moves as knowledge. They contend that children's voices should not simply be heard for curricular purposes, for adults' amusement, to forward a neoliberal agenda, or to maximize our own goals and pursuits. Instead, we should listen to understand the creativity and intelligence of young children whose social worlds are meaningful.

No abstract

Students with emotional and behavioral disorders (EBD) struggle in the area of academics as well as behavior, and these academic difficulties manifest a great deal in mathematics. The number of children with EBD served in general education settings is increasing, and mathematics curriculum is expanding to include additional content areas and more complex mathematical processes. The convergence of these trends creates an enormous instructional challenge: an increasing number of children with EBD, with limited mathematics abilities, dealing with ever more complex subjects. This meta-analysis of mathematics interventions for students with EBD examines math performance outcomes as a function of study and sample characteristics, treatment effects of elements of math instruction, maintenance and generalization effects of these math interventions, and levels of mathematics investigated. Fifteen studies spanning nearly 20 years are included. Results emphasize the need for development of interventions for higher level mathematics and additional research to help guide instruction.