Evidence-based practices (EBPs) are strategies shown through rigorous experimentation to be effective when implemented as designed by educators in the field. The purpose of this review is to (a) describe the state and quality of evidence-based reviews and meta-analyses of studies on classroom and behavior management interventions for students with emotional and behavioral disorders (EBDs) and (b) summarize practices which can be deemed evidence-based. We identified 50 meta-analytic or systematic reviews, encompassing 20 interventions implemented solely or in part with students with EBD. In total, our review identified eight interventions classified as EBPs for supporting students labeled with EBD in the meta-analytic literature. Implications for future research are presented.

循证实践 (EBP) 是通过严格的实验证明在按照该领域教育者的设计实施时有效的策略。本综述的目的是 (a) 描述对情绪和行为障碍 (EBD) 学生课堂和行为管理干预研究的循证评论和荟萃分析的状态和质量，以及 (b) 总结可以被视为循证。我们确定了 50 项元分析或系统评价，包括 20 项单独或部分由 EBD 学生实施的干预措施。总的来说，我们的审查确定了八项被归类为 EBP 的干预措施，用于支持元分析文献中标记为 EBD 的学生。提出了对未来研究的影响。