A review of instructional interventions in mathematics for students with emotional and behavioral disorders

Janie Hodge, Paul J. Riccomini, Rhonda Buford, Maria H. Herbst

Research output: Contribution to journalArticle

29 Scopus citations

Abstract

This article synthesizes findings from previous research on instructional interventions in mathematics for students with emotional and behavioral disorders (EBD). A systematic search of the literature from 1985 through December 2005 yielded 13 studies that met the criteria for inclusion in this review. The review yielded several findings: (a) mathematics interventions examined in previous research targeted basic skills such as addition, subtraction, multiplication, and division of whole numbers, decimals, and fractions; (b) interventions examined in the studies included student-directed strategies, teacher-directed instruction, peer tutoring, and computer-assisted instruction; and (c) research that examines instructional interventions in mathematics problem-solving for students with EBD is almost nonexistent. Implications for practice based on this review are limited by the few studies across a diverse array of interventions. Findings from this review highlight the need for systematic research of mathematics interventions for students with EBD.

Original languageEnglish (US)
Pages (from-to)297-311
Number of pages15
JournalBehavioral Disorders
Volume31
Issue number3
StatePublished - May 1 2006

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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