Improving Mathematics Performance among Secondary Students with EBD: A Methodological Review

Autor/inn/en	Mulcahy, Candace A.; Krezmien, Michael P.; Travers, Jason
Titel	Improving Mathematics Performance among Secondary Students with EBD: A Methodological Review
Quelle	In: Remedial and Special Education, 37 (2016) 2, S.113-128 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932515579275
Schlagwörter	Secondary School Students; Mathematics Education; Mathematics Achievement; Emotional Disturbances; Behavior Disorders; Special Education; Case Studies; Remedial Mathematics; Literature Reviews; Intervention; Evidence Based Practice; Coding; Interrater Reliability; Research Design; Outcomes of Education; Validity + Suchen Sie Ihr Suchwort? Sekundarschüler; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Case study; Fallstudie; Case Study; Codierung; Programmierung; Interrater-Reliabilität; Forschungsdesign; Lernleistung; Schulerfolg; Gültigkeit
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01