A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders

Autor/inn/en	Peltier, Corey; Vannest, Kimberly J.; Morin, Kristi L.; Sinclair, Tracy E.; Sallese, Mary Rose
Titel	A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders
Quelle	In: Exceptionality, 28 (2020) 2, S.121-141 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peltier, Corey) ORCID (Vannest, Kimberly J.) ORCID (Sallese, Mary Rose)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0936-2835
DOI	10.1080/09362835.2020.1771717
Schlagwörter	Emotional Disturbances; Behavior Disorders; Intervention; Mathematics Achievement; Teacher Role; Program Effectiveness; Student Characteristics; Teacher Characteristics; Research Methodology + Suchen Sie Ihr Suchwort? Gefühlsstörung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lehrerrolle; Research method; Forschungsmethode
Abstract	Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less frequently. The goal of this project was to examine the literature on teacher-mediated interventions to improve the mathematical performance of students with EBD to identify what is known and gaps that need to be filled. A total of 17 studies including 47 students met inclusion criteria; however, only seven studies including 17 students met the "What Works Clearinghouse (WWC) Pilot Single-Case Design Standards" with or without reservations. Using the "WWC Evidence Standards," six studies demonstrated moderate evidence of effect and one study demonstrated weak evidence. The omnibus Tau-U was 72% (CI[subscript 95] 62-82%), representing data from the seven studies that met the "WWC Design Standards." We calculated the between-case standardized mean difference (BC-SMD) for four studies that met assumptions; the effect sizes ranged from 3.48 to 0.45. Implications for research and practice are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01