TY - JOUR
T1 - Science Instruction for Students With Emotional and Behavioral Disorders
AU - Therrien, William J.
AU - Taylor, Jonte C.
AU - Watt, Sarah
AU - Kaldenberg, Erica R.
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grants R305A090094 and R305B10005 to The University of Iowa.
PY - 2014/1
Y1 - 2014/1
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=84891136741&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84891136741&partnerID=8YFLogxK
U2 - 10.1177/0741932513503557
DO - 10.1177/0741932513503557
M3 - Review article
AN - SCOPUS:84891136741
SN - 0741-9325
VL - 35
SP - 15
EP - 27
JO - Remedial and Special Education
JF - Remedial and Special Education
IS - 1
ER -
