ABSTRACT

Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less frequently. The goal of this project was to examine the literature on teacher-mediated interventions to improve the mathematical performance of students with EBD to identify what is known and gaps that need to be filled. A total of 17 studies including 47 students met inclusion criteria; however, only seven studies including 17 students met the What Works Clearinghouse (WWC) Pilot Single-Case Design Standards with or without reservations. Using the WWC Evidence Standards, six studies demonstrated moderate evidence of effect and one study demonstrated weak evidence. The omnibus Tau-U was 72% (CI₉₅ 62–82%), representing data from the seven studies that met the WWC Design Standards. We calculated the between-case standardized mean difference (BC-SMD) for four studies that met assumptions; the effect sizes ranged from 3.48 to 0.45. Implications for research and practice are discussed.

摘要

情绪和行为障碍（EBD）的学生表现出较差的学业成绩，尤其是在数学方面。学生介导的干预措施（例如自我管理，自我监控，自我指导）在针对EBD学生的干预文献库中充斥着。但是，教师干预的检查频率较低。该项目的目的是研究有关教师干预措施的文献，以提高患有EBD的学生的数学表现，从而确定已知知识和需要填补的空白。共有47名学生的17项研究符合纳入标准；但是，只有七个研究（包括17个学生）符合或不具有保留地达到了What Works Clearinghouse（WWC）试点单例设计标准。使用《 WWC证据标准》（WWC Evidence Standards）有6项研究表明有中等程度的疗效证据，而一项研究则表明证据薄弱。综合Tau-U为72％（CI ₉₅ 62–82％），代表了符合WWC设计标准的七项研究的数据。我们计算了满足假设条件的四项研究的病例间标准化均值差（BC-SMD）。效果大小范围从3.48到0.45。讨论了对研究和实践的意义。