Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders

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.

A Synthesis of Academic Interventions for Incarcerated Adolescents

“…Despite the methodological shortcomings of these studies, we have presented initial themes from the articles in this synthesis. Our interpretation is that we have initial evidence that incarcerated adolescents may benefit from explicit academic interventions that target student need, which is not altogether surprising, as this finding aligns with those from syntheses of academic interventions for struggling adolescent learners in both incarcerated and general school settings (Edmonds et al, 2009;Foley, 2001;Gersten et al, 2009;Graham & Perin, 2007a, 2007bKrezmien & Mulchay, 2008;Rogers & Graham, 2008;Scammacca et al, 2007;Templeton, Neel, & Blood, 2008).…”

Enhancing young children's arithmetic skills through non-intensive, computerised kindergarten interventions: A randomised controlled study

“…However, most interventions were very intensive as they took about 6e9 months and sometimes even longer to be effective ( Van de Rijt & Van Luit, 1998;Van Luit & Schopman, 2000). In addition, the majority of interventions focused on primary school children (Codding, HiltPanahon, Panahon, & Benson, 2009;Kroesbergen & Van Luit, 2003;Räsänen et al, 2009;Slavin, Lake, & Groff, 2009;Templeton, Neel, & Blood, 2008;Wilson et al, 2006). Moreover, it remained unclear whether one should target children's counting or comparison skills as specific components of early numeracy.…”

Effects of Student Choice of Instructional Method on the Learning Outcomes of Students With Comorbid Learning and Emotional/Behavioral Disabilities

“…Next, these misconceptions may have unintended and punitive consequences given the low academic achievement and poor long-term outcomes for this group (D. P. Bryant et al, 2005;Cortiella & Horowitz, 2014;Kauffman & Landrum, 2013;Mattison et al, 2002;Scarborough & Parker, 2003). Furthermore, fewer academic interventions that focus on the responsiveness to instruction for students with EBD are established (Hoang & Oshiro, 2011;Wehby et al, 2003), particularly for mathematics, and especially for higher level mathematics (Hott, Evmenova, & Brigham, 2014;Templeton, Neel, & Blood, 2008).…”