### 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 language | English (US) |
---|---|

Pages (from-to) | 297-311 |

Number of pages | 15 |

Journal | Behavioral Disorders |

Volume | 31 |

Issue number | 3 |

State | Published - May 1 2006 |

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### All Science Journal Classification (ASJC) codes

- Education
- Developmental and Educational Psychology
- Clinical Psychology

### Cite this

*Behavioral Disorders*,

*31*(3), 297-311.

}

*Behavioral Disorders*, vol. 31, no. 3, pp. 297-311.

**A review of instructional interventions in mathematics for students with emotional and behavioral disorders.** / Hodge, Janie; Riccomini, Paul J.; Buford, Rhonda; Herbst, Maria H.

Research output: Contribution to journal › Article

TY - JOUR

T1 - A review of instructional interventions in mathematics for students with emotional and behavioral disorders

AU - Hodge, Janie

AU - Riccomini, Paul J.

AU - Buford, Rhonda

AU - Herbst, Maria H.

PY - 2006/5/1

Y1 - 2006/5/1

N2 - 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.

AB - 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.

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UR - http://www.scopus.com/inward/citedby.url?scp=33747032358&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:33747032358

VL - 31

SP - 297

EP - 311

JO - Behavioral Disorders

JF - Behavioral Disorders

SN - 0198-7429

IS - 3

ER -