Evidence based teaching strategies for students with ebd

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In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed the body of research for the nature of participants, settings, interventionists, interventions, and alignment with Common Core State Standards. Despite limitations with the body of research, the results of the review indicate a number of promising practices exist for secondary students with EBD in mathematics, including: (a) peer-mediated approaches, (b) interventions that address academic performance as well as behavior, (d) use of technology, and (e) use of strategy instruction to support conceptual understanding. Implications for research and practice are provided. • The need for effective mathematics instruc-tion for all students in the U...

Recent shifts in focus on academic interventions for students diagnosed with emotional and behavioural disorders (EBD) create a need to evaluate existing interventional research in content areas such as mathematics. Literature reviews in the area of mathematics interventions for students with EBD have mostly focused on the outcomes and the rigour of existing studies with limited attention to the quality of the pedagogical methods used in those studies. The purpose of this conceptual review was to use a teaching-for-understanding lens to examine existing research interventions in mathematics for students with EBD. Teaching-mathematics-for-understanding requires pedagogical methods that aim to activate and capture students’ mathematical reasoning and thinking. An iterative electronic and hand search of the literature found 30 studies covering three decades (1985–2015) that met the criteria for inclusion in this review. Results of the analysis include: (1) mathematics assessments utilised ranged from very basic to comprehensive, with most studies applying basic assessments; (2) a majority of the studies focused on intervention strategies targeting procedural and rote knowledge; (3) most studies utilised quantitative inquiry methods; and (4) in more recent years, studies have increasingly examined conceptual mathematical understanding and incorporated qualitative inquiry methods.

University of Hawai'i M ost teachers can quickly name at least one student they clearly remember as challenging their classroom management skills. Most likely, the memory conjures up recollections of inappropriate outbursts, defiant remarks, enticing other students into negative interactions, and even physically harmful or injurious behaviors. These behaviors are typical of many students identified with emotional and behavioral disorders (EBD) and especially of those with externalizing behavior disorders (Kauffman & Landrum, 2009). As Kim, Forness, and Walker (2012; this issue) pointed out, although the rate at which students are identified as having EBD for special education purposes has not varied tremendously from about 1% of the school-aged population for more than 30 years, the need (i.e., how many students really have EBD) is probably much greater. Kim et al. offered a conservative estimate that at least 12% of the school-aged population probably has childhood mental healt...

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Introduction

The article “Evidence-based teaching strategies for students with EBD” (Ryan, Pierce, & Mooney, 2008) is grounded on the analysis of scholarly researches. The examined papers compare the effectuality of different kinds of interventions in the schooling of children with emotional and behavioral disorders (EBD). The chosen article is dedicated to a vital problem of teaching methods for pupils with peculiarities, and this theme is valuable in the field of educational studies. The research tool was unusual since Ryan et al. (2008) analyzed articles satisfying specific criteria instead of conducting separate research to find useful academic strategies that could be recommended to teachers. Still, the study outcomes do not apply to reality due to the limitations discussed below. However, despite the mentioned shortage of information, the research was conducted decently.

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Main body

The first thing that should be noticed is that Ryan et al. (2008) admit that the articles that were used in the research were based on the analysis of a limited number of students, and the sample of some works did not include girls or representatives of some races. Nevertheless, educators could conclude that the findings provided by Ryan et al. (2008) still could be taken into consideration and help to approach at least some of the students with EBD correctly.

Secondly, since the article helps to understand the connection between children’s behavior and their academic performance and suggests specific methods to improve the latter, it definitely could be translated into practice. For instance, the research concludes that peer-mediated interventions lead to the rise of children with EBD academic standing (Ryan et al., 2008). This practice is not what teachers used to implement during the classes. However, the results of numerous studies prove the effectiveness of this method and give the motivation to try it.

At the same time, the results of the article informed that all three methods demonstrate a positive influence on the academic performance of pupils with behavioral issues. Besides, Ryan et al. (2008) do not clearly outline which practice is the most useful, and this point is confusing. Apparently, each type of intervention has its strong and weak sides. Still, a teacher could infer from the article that it is better to try all three methods and experiment with them to find the best possible solution. What is more, the practices applicable for one academic group might be less efficient for another one, and this is a problem since there is no universal method that would bring a guaranteed result. Therefore, one could argue that the article by Ryan et al. (2008) provides a profound analysis of the existing studies dedicated to the problem of education of children with EBD but does not reveal any new, previously unknown, facts and findings.

Conclusion

To conclude, since the article is comprised of the analysis of a multitude of scholarly papers, its findings are supported by the reviewed studies. The authors analyzed the scope of other works in an immensely detailed manner, outlined the peculiarities, strong and weak sides of each intervention. However, it seems that the research lacks scientific novelty. Undoubtedly, the paper is unique in the sense that there are no other works that provide an overview of such scope of various examinations. Nevertheless, the conclusions are obscure and require further investigation. Finally, the paper was written twelve years ago, and thus, it seems to be outdated because, since that time, other researches concerning the issue of education of children with EBD were conducted.

Reference

Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17(3), 22-29.

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