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Vocabulary Interventions for Students Identified with Emotional Disturbance: A Literature Review and a Call to Action

  • LITERATURE REVIEW
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Abstract

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.

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  1. University of Vermont, 85 S. Prospect Street, Burlington, VT, 05405, USA

    Justin D. Garwood

  2. University of Massachusetts, Lowell, MA, USA

    John W. McKenna

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  1. Justin D. Garwood
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Correspondence to Justin D. Garwood.

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Garwood, J.D., McKenna, J.W. Vocabulary Interventions for Students Identified with Emotional Disturbance: A Literature Review and a Call to Action. Educ. Treat. Child. 43, 187–199 (2020). https://doi.org/10.1007/s43494-020-00016-0

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