Improving Mathematics Performance Among Secondary Students With EBD: A Methodological Review

被引：21
|
作者：
Mulcahy, Candace A. [1 ]
Krezmien, Michael P. [2 ]
Travers, Jason [3 ]
机构：
[1] SUNY Binghamton, Binghamton, NY 13902 USA
[2] Univ Massachusetts, Amherst, MA 01003 USA
[3] Univ Kansas, Lawrence, KS 66045 USA
来源：
REMEDIAL AND SPECIAL EDUCATION | 2016年 / 37卷 / 02期
关键词：
emotional behavioral disorder; evidence-based practice; mathematics intervention; methodological review; single case research design; BEHAVIORAL-DISORDERS; INTERVENTION RESEARCH; ACADEMIC OUTCOMES; SPECIAL-EDUCATION; MATH SKILLS; STANDARDS;
D O I：
10.1177/0741932515579275
中图分类号：
G76 [特殊教育];
学科分类号：
040109 ;
摘要：
In this methodological review, the authors apply special education research quality indicators and standards for single case design to analyze mathematics intervention studies for secondary students with emotional and behavioral disorders (EBD). A systematic methodological review of literature from 1975 to December 2012 yielded 19 articles that met inclusion criteria. Findings revealed eight studies investigated functional relation between mathematics interventions and mathematics performance for secondary students with EBD. The remainder investigated functional relation between behavioral interventions and mathematics performance. The body of research had limitations in methodological rigor that prevented identification of evidence-based practices for mathematics interventions for learners with EBD. Implications and directions for future research are discussed.
引用
收藏
页码：113 / 128
页数：16
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