Students with emotional and behavioral disorders (EBDs) could be considered some of the most challenging students to serve in schools. The need for effective interventions for these students is ever-present. To design and implement empirical studies to better inform the field of EBDs, researchers must have a firm understanding of the most up-to-date intervention literature. The purpose of this targeted quantitative synthesis is to create such a knowledge base for the field of EBDs. Results from 55 studies indicate a declining focus on intervention research for students with EBDs in the last 10 years (2010–2019). Of the intervention research available, the quality (40% did not meet What Works Clearinghouse standards) and effectiveness on student outcomes across academic, behavioral, and social skills domains was variable (between-case standardized mean difference [BC-SMD] = 0.13–8.26, Hedges’ g = −0.30 to 1.29). Future directions for the field of EBDs are included.

情绪和行为障碍（EBD）的学生可能被认为是在学校服务的最具挑战性的学生。对这些学生进行有效干预的需求一直存在。为了设计和实施经验研究以更好地为EBD领域提供信息，研究人员必须对最新的干预文献有深刻的了解。这种有针对性的定量合成的目的是为EBD领域创建这样的知识库。55项研究的结果表明，过去10年（2010-2019年），针对EBD学生的干预研究越来越少。在现有的干预研究中，其质量（40％不符合What Works信息交换所的标准）和对学生在学术，行为，g = -0.30至1.29）。包括EBD领域的未来方向。