Teacher-mediated interventions for children with EBD and their academic outcomes

A review

Corey D. Pierce, Robert Reid, Michael H Epstein

Research output: Contribution to journalReview article

34 Citations (Scopus)

Abstract

This review examined the effectiveness of teacher-mediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review, Findings from these studies indicate teacher-mediated interventions are successful across academic subject areas. However, the participant characteristics were defined poorly, and the settings used within these studies did not accurately reflect the current EBD population's actual classroom placement. Finally, a lack of programmatic research on teacher-mediated interventions has made it difficult, if not impossible, to generalize the outcomes of these studies to broader populations of students with EBD.

Original languageEnglish (US)
Pages (from-to)175-188
Number of pages14
JournalRemedial and Special Education
Volume25
Issue number3
DOIs
StatePublished - Jan 1 2004

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Students
teacher
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Outcome Assessment (Health Care)
Research
student
inclusion
classroom
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ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Teacher-mediated interventions for children with EBD and their academic outcomes : A review. / Pierce, Corey D.; Reid, Robert; Epstein, Michael H.

In: Remedial and Special Education, Vol. 25, No. 3, 01.01.2004, p. 175-188.

Research output: Contribution to journalReview article

Pierce, Corey D. ; Reid, Robert ; Epstein, Michael H. / Teacher-mediated interventions for children with EBD and their academic outcomes : A review. In: Remedial and Special Education. 2004 ; Vol. 25, No. 3. pp. 175-188.
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