Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance

Paul Mooney, Michael H. Epstein, Robert Reid, J. Ron Nelson

Research output: Contribution to journalReview articlepeer-review

75 Scopus citations


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.

Original languageEnglish (US)
Pages (from-to)273-287
Number of pages15
JournalRemedial and Special Education
Issue number5
StatePublished - 2003

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

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