A meta-analysis of the academic status of students with emotional/behavioral disturbance

Robert Reid, Jorge E. Gonzalez, Philip D. Nordness, Alexandra Trout, Michael H. Epstein

Research output: Contribution to journalReview article

244 Scopus citations

Abstract

Emotional/behavioral disturbance (EBD) is characterized by a range of behaviors that adversely affect a child's academic performance and cannot be explained by other sensory or health impairments. Although research has clearly demonstrated that children and youth with EBD tend to exhibit high rates of problem behavior, research on the characteristics of their academic performance has been less clear. This article reports the results of a meta-analysis of the academic status of students with EBD. The over-all effect size was -.64, which indicated that students with EBD had significant deficits in academic achievement. An examination of moderators (subject area, setting, and age) indicated that students with EBD performed at a significantly lower level than did students without disabilities across academic subjects and settings; greater deficits were not observed in older students with EBD (i.e., those more than 12 years old), as compared to younger students. Implications and areas for future research are discussed.

Original languageEnglish (US)
Pages (from-to)130-143
Number of pages14
JournalJournal of Special Education
Volume38
Issue number3
DOIs
StatePublished - Jan 1 2004

ASJC Scopus subject areas

  • Education
  • Rehabilitation

Fingerprint Dive into the research topics of 'A meta-analysis of the academic status of students with emotional/behavioral disturbance'. Together they form a unique fingerprint.

  • Cite this