Mathematics Instruction for Students With Emotional and Behavioral Disorders: A Best-Evidence Synthesis

Nicole C. Ralston, University of Portland
Gregory J. Benner
Shu-Fei Tsai
Paul J. Riccomini
J. Ron Nelson

Preventing School Failure, 2014, Volume 58, Issue 1, 1-16.

© 2014 Taylor & Francis Group, LLC

Linked version is final published version.

Abstract

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.