Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes: A Review  

Oleh:

Pierce, Corey D. ; Reid, Robert ; Epstein, Michael H.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Remedial and Special Education vol. 25 no. 3 (2004), page 175-188.
Fulltext: 175.pdf (150.17KB)

Isi artikel

This review examined the effectiveness of teachermediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated interventions are successful across academic subject areas. However, the participant characteristics were defined poorly, and the settings used within these studies did not accurately reflect the current EBD population’s actual classroom placement. Finally, a lack of programmatic research on teacher-mediated interventions has made it difficult, if not impossible, to generalize the outcomes of these studies to broader populations of students with EBD.

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