Mathematics instruction for students with emotional and behavioral disorders: A best-evidence synthesis

Nicole C. Ralston; Gregory J. Benner; Shu Fei Tssai; Paul J. Riccomini; J. Ron Nelson

doi:10.1080/1045988X.2012.726287

Mathematics instruction for students with emotional and behavioral disorders: A best-evidence synthesis

Nicole C. Ralston, Gregory J. Benner, Shu Fei Tssai, Paul J. Riccomini, J. Ron Nelson

Educational Psychology, Counseling, and Special Education

Research output: Contribution to journal › Article › peer-review

24 Scopus citations

Abstract

The authors report findings of a best-evidence synthesis of the effects ofmathematics 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.

Original language	English (US)
Pages (from-to)	1-16
Number of pages	16
Journal	Preventing School Failure
Volume	58
Issue number	1
DOIs	https://doi.org/10.1080/1045988X.2012.726287
State	Published - 2014

All Science Journal Classification (ASJC) codes

Education
Developmental and Educational Psychology

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10.1080/1045988X.2012.726287

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Mathematics instruction for students with emotional and behavioral disorders: A best-evidence synthesis

Abstract

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