Science Instruction for Students With Emotional and Behavioral Disorders

William J. Therrien, Jonte Charez Taylor, Sarah Watt, Erica R. Kaldenberg

Research output: Contribution to journalReview article

16 Citations (Scopus)

Abstract

This review examined classroom science instruction for students with emotional and behavioral disorders (EBD). A total of 11 group and single-subject studies were analyzed. Across all group studies, a conservatively calculated mean effect size of.471 was obtained indicating the interventions as a whole had at least a small to moderate impact on students' with EBD achievement. Findings were further analyzed by student characteristics, intervention type, dependent measures utilized, and study variables. A significant result of these subanalyses indicates that while additional research is needed, students with EBD may benefit from inquiry approaches provided the method implemented includes enough structure to ensure student engagement. Results also suggest that mnemonic instruction is highly effective at increasing students' with EBD knowledge and retention of science facts.

Original languageEnglish (US)
Pages (from-to)15-27
Number of pages13
JournalRemedial and Special Education
Volume35
Issue number1
DOIs
StatePublished - Jan 1 2014

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All Science Journal Classification (ASJC) codes

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Therrien, William J. ; Taylor, Jonte Charez ; Watt, Sarah ; Kaldenberg, Erica R. / Science Instruction for Students With Emotional and Behavioral Disorders. In: Remedial and Special Education. 2014 ; Vol. 35, No. 1. pp. 15-27.
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Science Instruction for Students With Emotional and Behavioral Disorders. / Therrien, William J.; Taylor, Jonte Charez; Watt, Sarah; Kaldenberg, Erica R.

In: Remedial and Special Education, Vol. 35, No. 1, 01.01.2014, p. 15-27.

Research output: Contribution to journalReview article

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