当前位置:
X-MOL 学术
›
Journal of Research in Special Educational Needs
›
论文详情
Our official English website, www.x-mol.net, welcomes your feedback! (Note: you will need to create a separate account there.)
A systematic review of intervention studies for young children with emotional and behavioral disorders: identifying the research base
Journal of Research in Special Educational Needs Pub Date : 2021-03-06 , DOI: 10.1111/1471-3802.12505 John William McKenna 1 , Frederick Brigham 2 , Justin Garwood 3 , Lindsay Zurawski 2 , Murat Koc 1 , Carlos Lavin 4 , Robai Werunga 1
Journal of Research in Special Educational Needs Pub Date : 2021-03-06 , DOI: 10.1111/1471-3802.12505 John William McKenna 1 , Frederick Brigham 2 , Justin Garwood 3 , Lindsay Zurawski 2 , Murat Koc 1 , Carlos Lavin 4 , Robai Werunga 1
Affiliation
Schools continue to experience difficulty meeting the needs of young children who are formally identified as having an emotional and/or behavioural disorder (EBD). Although schools are mandated to use evidence‐based practices to improve student outcomes, such practices must first be identified before they can be employed. Systematic reviews of intervention studies are commonly performed to identify evidence‐based practices, make recommendations for service delivery, and identify areas for future research that are needed to inform practice. At this time, researchers have yet to perform a systematic review of intervention studies involving young children identified with EBD – early childhood (EC) – grade 2. The purpose of this study was to identify and describe published school‐based intervention research for this student population. Studies meeting selection criteria were evaluated according to the relevant What Works Clearinghouse (WWC) Design standards to identify studies with strong internal validity that reported positive effects. Twenty‐nine manuscripts reporting 30 intervention studies were identified. Findings suggest that practitioners must primarily rely on their professional judgement and values guided by principles embedded in their training when planning instruction and support for young children with EBD due to the absence of high‐quality intervention research. Additional rigorous evaluations are needed so that practice is better informed by science. Recommendations for practice, areas for future research, and study limitations are discussed.
中文翻译:
对患有情绪和行为障碍的幼儿的干预研究的系统综述:确定研究基础
学校继续遇到困难,难以满足被正式确定为患有情感和/或行为障碍(EBD)的幼儿的需求。尽管学校被要求使用循证实践来改善学生的学习成绩,但必须首先确定此类实践,然后才能采用。通常对干预研究进行系统的评估,以识别基于证据的实践,为服务提供提出建议,并确定需要为实践提供参考的未来研究领域。目前,研究人员尚未对涉及EBD的幼儿–幼儿(EC)– 2年级的干预研究进行系统的回顾。该研究的目的是为该学生识别和描述已发表的基于学校的干预研究。人口。根据相关的What Works信息交换所(WWC)设计标准对符合选择标准的研究进行评估,以鉴定具有良好内部效度且报告了积极作用的研究。确定了报告30项干预研究的29篇手稿。研究结果表明,由于缺乏高质量的干预研究,从业者在规划对EBD幼儿的指导和支持时,必须主要依靠其培训中所嵌入原则的专业判断和价值观。需要进行额外的严格评估,以便科学更好地指导实践。讨论了实践建议,未来研究领域和研究局限性。
更新日期:2021-04-26
中文翻译:
对患有情绪和行为障碍的幼儿的干预研究的系统综述:确定研究基础
学校继续遇到困难,难以满足被正式确定为患有情感和/或行为障碍(EBD)的幼儿的需求。尽管学校被要求使用循证实践来改善学生的学习成绩,但必须首先确定此类实践,然后才能采用。通常对干预研究进行系统的评估,以识别基于证据的实践,为服务提供提出建议,并确定需要为实践提供参考的未来研究领域。目前,研究人员尚未对涉及EBD的幼儿–幼儿(EC)– 2年级的干预研究进行系统的回顾。该研究的目的是为该学生识别和描述已发表的基于学校的干预研究。人口。根据相关的What Works信息交换所(WWC)设计标准对符合选择标准的研究进行评估,以鉴定具有良好内部效度且报告了积极作用的研究。确定了报告30项干预研究的29篇手稿。研究结果表明,由于缺乏高质量的干预研究,从业者在规划对EBD幼儿的指导和支持时,必须主要依靠其培训中所嵌入原则的专业判断和价值观。需要进行额外的严格评估,以便科学更好地指导实践。讨论了实践建议,未来研究领域和研究局限性。