Disparities in school discipline based on student race and disability status remain a major barrier to achieving educational equity. In addition to systemic factors, research suggests that educators' racial and labeling biases may also be partially responsible for exacerbating these inequities. This article presents a novel mindfulness-based…

Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders' generation of main idea statements about…

The current study examines the effects of schema instruction on the problem-solving performance of four second-grade students with emotional and behavioral disorders. The existence of a functional relationship between the schema instruction intervention and problem-solving accuracy in mathematics is examined through a single case experiment using…

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al.,…

Eight eighth-grade students identified as having emotional and/or behavioral disabilities participated in a multiple-baseline design study to assess the effects of teaching persuasive writing and applying writing in the civics content area. After baseline data were collected, two intervention phases were implemented. An instructional phase on…

The majority of youths involved with the juvenile justice system struggle to make academic progress. This article reviews the characteristics of youths in these settings and highlights evidence-based instructional practices that are effective with struggling students, as well as practices that have been documented as successful in secure…

The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b)including studies sampling from…

Research has consistently demonstrated that preteaching activities led to increased academic outcomes and increased academic outcomes improve behavioral variables. The purpose of this study was to determine the effect of a preteaching intervention on time spent on task for children identified with a behavioral disorder (BD). A single-subject…

This paper identifies factors possibly influencing long-term effectiveness of social skills training with students having emotional or behavioral disorders. These include: lack of a sound conceptual framework, questionable social validity of target skills, controversies surrounding the nature of social skills deficits, imprecise assessment…

Evaluation of a personalized system of instruction (PSI) on the spelling performance of 10 behaviorally disordered elementary students found improved spelling accuracy, further improvement when same-day retakes were allowed, improved student attitudes, and student preference of the PSI spelling program over traditional approaches. (Author/DB)

This article urges a more scientific approach to evaluation of effective practices in the field of emotional or behavioral disorders. It suggests that the rigor of analytical narrative synthesis and meta-analyses are more useful than qualitative approaches. The evaluative power of these two approaches is illustrated by examples related to…

Implementation of a social skill training package with three elementary-school children who had behavioral and learning disorders resulted in increasing student acquisition of targeted social behaviors, which in turn led to lengthier peer interactions. Increases in nontargeted social responses were also demonstrated. (Author/JDD)

This article reviews eight experimental studies on the effectiveness of cooperative learning as an instructional model for students with emotional and behavioral disorders (E/BD). The studies' methodological strengths and weaknesses are noted. The paper concludes that the effectiveness of cooperative learning for improving the academic achievement…

This study compared the effects of two cover, copy, and compare interventions on the written multiplication performance of two elementary school students with behavioral disorders. The verbal response condition resulted in greater increases in written multiplication performance and occasioned more than twice the number of opportunities to respond…