Students identified with emotional disturbance (ED) increasingly find themselves in inclusive classroom environments where a well-developed vocabulary is essential to success and where instruction is based on college and career readiness standards. The purpose of this comprehensive literature review was to identify and review the available intervention research targeting the vocabulary knowledge of students with ED. Results indicated only five such studies have ever been conducted and the quality of this research is variable. Two strategies—morphology and concept mapping—are suggested for teachers serving students with ED and five recommendations for future research are included in this review. Practitioners are also urged to embed behavioral supports (e.g., self-monitoring, praise, corrective feedback) in their academic interventions to maximize students’ educational outcomes.

中文翻译：

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识别出情绪困扰的学生的词汇干预：文献综述和行动呼吁

被情感障碍（ED）识别的学生越来越多地发现自己处于包容性教室环境中，在其中，完善的词汇表对于成功至关重要，而教学则基于大学和职业准备标准。这篇全面的文献综述的目的是确定和回顾针对ED学生的词汇知识的现有干预研究。结果表明仅进行了五项此类研究，并且这项研究的质量是可变的。建议为服务于ED学生的教师提供两种策略-形态学和概念映射-并在此评论中包括五项建议以供将来研究。还敦促从业人员嵌入行为支持（例如自我监控，表扬，