Interventions to improve the literacy functioning of adolescents with emotional and/or behavior disorders: A review of the literature between 1965 and 2005

Annette K. Griffith, Alexandra L. Trout, Jessica L. Hagaman, John Harper

Research output: Contribution to journalReview article

13 Citations (Scopus)

Abstract

This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.

Original languageEnglish (US)
Pages (from-to)124-140
Number of pages17
JournalBehavioral Disorders
Volume33
Issue number3
StatePublished - May 1 2008

Fingerprint

behavior disorder
Mental Disorders
literacy
adolescent
Population
Reading
inclusion
Students
literature
Literacy
lack
Research
student

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

Cite this

Interventions to improve the literacy functioning of adolescents with emotional and/or behavior disorders : A review of the literature between 1965 and 2005. / Griffith, Annette K.; Trout, Alexandra L.; Hagaman, Jessica L.; Harper, John.

In: Behavioral Disorders, Vol. 33, No. 3, 01.05.2008, p. 124-140.

Research output: Contribution to journalReview article

@article{bfb9bcf52cee4e9a9bb62097e4a645f7,
title = "Interventions to improve the literacy functioning of adolescents with emotional and/or behavior disorders: A review of the literature between 1965 and 2005",
abstract = "This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.",
author = "Griffith, {Annette K.} and Trout, {Alexandra L.} and Hagaman, {Jessica L.} and John Harper",
year = "2008",
month = "5",
day = "1",
language = "English (US)",
volume = "33",
pages = "124--140",
journal = "Behavioral Disorders",
issn = "0198-7429",
publisher = "Council for Exceptional Children",
number = "3",

}

TY - JOUR

T1 - Interventions to improve the literacy functioning of adolescents with emotional and/or behavior disorders

T2 - A review of the literature between 1965 and 2005

AU - Griffith, Annette K.

AU - Trout, Alexandra L.

AU - Hagaman, Jessica L.

AU - Harper, John

PY - 2008/5/1

Y1 - 2008/5/1

N2 - This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.

AB - This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.

UR - http://www.scopus.com/inward/record.url?scp=78649576641&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=78649576641&partnerID=8YFLogxK

M3 - Review article

AN - SCOPUS:78649576641

VL - 33

SP - 124

EP - 140

JO - Behavioral Disorders

JF - Behavioral Disorders

SN - 0198-7429

IS - 3

ER -