TY - JOUR
T1 - Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance
AU - Mooney, Paul
AU - Epstein, Michael H.
AU - Reid, Robert
AU - Nelson, J. Ron
PY - 2003
Y1 - 2003
N2 - Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED. Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002. Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single-subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the areas of self-management and peer tutoring. Limitations of the analysis and future research directions are examined.
AB - Recent research has examined overall trends in the experimental literature relating to students with emotional disturbance (ED). The current review was conducted to examine both the status of and trends in interventions designed to improve the academic functioning of students with ED. Fifty-five studies were included in the descriptive analysis, which spanned the years from 1975 to 2002. Descriptive dimensions of the research included participant demographics, settings, research designs, and dependent and independent variables. Results indicated (a) complete demographic information, especially race and socioeconomic status, was difficult to ascertain for many of the participants; (b) settings were generally special education classrooms; (c) researchers used predominantly single-subject designs; (d) treatment fidelity data were often absent; (e) few studies focused on women and girls or minorities; and (f) there has been a recent decline in both the number and type of studies published, particularly in the areas of self-management and peer tutoring. Limitations of the analysis and future research directions are examined.
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U2 - 10.1177/07419325030240050301
DO - 10.1177/07419325030240050301
M3 - Review article
AN - SCOPUS:0141976218
VL - 24
SP - 273
EP - 287
JO - Remedial and Special Education
JF - Remedial and Special Education
SN - 0741-9325
IS - 5
ER -