Research on Improving Behaviorally Disordered Students' Academic Performance: A Review of the Literature

Keywords

Psychology, Medical education, Pedagogy, Medicine

References

• Forum: Research-Based knowledge and Professional Practices in Special Education for Emotionally Disturbed StudentsK. Charlie Lakin — 1983
• Educating Children with Learning Problems: A Shared ResponsibilityMadeleine C. Will — 1986
• Mnemonic Instruction of Science ConceptsMargo A. Mastropieri, Kim Emerick, Thomas E. Scruggs — 1988
• A Classwide Peer Tutoring System in a Secondary Resource Room Program for the Mildly Handicapped.Larry Maheady — 1988
• Behavior disorders of children and adolescentsMarilyn T. Erickson — 1987
• Treatment of Antisocial Behavior in Children and AdolescentsAlan E. Kazdin — 1985
• Positioning the Client with Central Nervous System Deficits: The Wheelchair and Other Adapted EquipmentPatricia A. Gromak — 1983
• Application of a Sequential Prompt Reduction Technique to the Independent Composition Performance of Behaviorally Disordered YouthPatrick J. Schloss, Nancy Harriman, Keith Pfefier — 1985
• Effects of a Taped-Words Treatment on Reading ProficiencyEdward S. Shapiro, Barry L. McCurdy — 1989
• Concepts of Learning and Behavior Disorders: Implications for Research and PracticeSteven R. Forness — 1981
• Classwide Peer Tutoring with Mildly Handicapped High School StudentsLarry Maheady, M. Katherine Sacca, Gregory F. Harper — 1988
• Self-Instruction Training to Increase Academic Performance of Educationally Handicapped ChildrenH. Lee Swanson, Stan Scarpati — 1985
• Effects of Self-Recording and Self-Recording + Matching on Academic PerformanceT. F. McLaughlin, NORMAN BURGESS, L. Sackville-West — 1982
• Toward more comparability and generalizability of developmental research.Richard Q. Bell, Thomas W. Hertz — 1976
• Using Constant Time Delay Procedures to Teach Multiplication FactsCatherine Alig Cybriwsky, John W. Schuster — 1990
• Applied Behavior Analysis and Learning DisabilitiesThomas C. Lovitt — 1975
• Reading Achievement of Students Identified as Behaviorally Disordered at the Secondary LevelMartha J. Coutinho — 1986
• The Effects of Supplemental On-Task Contingencies On the Acquisition of Simple and Difficult Academic TasksMichael S. Rosenberg, Paul T. Sindelar, Joseph Stedt — 1985
• The Efficacy of Group Versus One-to-One Instruction: A ReviewEdward A. Polloway, Mary E. Cronin, James R. Patton — 1986
• Academic Characteristics of Behaviorally Disordered and Learning Disabled StudentsThomas E. Scruggs, Margo A. Mastropieri — 1986

Cited by

• The Effectiveness of Cooperative Learning with Students with Emotional and Behavioral Disorders: A Literature ReviewKevin S. Sutherland, Joseph H. Wehby, Philip L. Gunter — 2000
• Reading Instruction for Students with Emotional and Behavioral Disorders and at Risk of Antisocial Behaviors in Primary Grades: Review of LiteratureMabel O. Rivera, Stephanie Al-Otaiba, Mark A. Koorland — 2006
• Identifying factors that influence academic performance among adolescents with conduct disorderLisa May Quick — 2007
• Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral DisordersHoward P. Wills, Debra Kamps, Mary Abbott — 2010
• Learned Helplessness and Students with Emotional or Behavioral Disorders: Deprivation in the ClassroomKevin S. Sutherland, Nirbhay N. Singh, Kevin S. Sutherland — 2004
• The Effects of Teacher versus Computer Reading ModelsLeisa Dawson, Martha L. Venn, Philip L. Gunter — 2000
• Treatment and Posttreatment Effects of Residential Treatment Using a Re-education ModelSteven R. Forness, Stephanny Freeman, Tanya Paparella — 2006
• Trends and Issues in Research regarding Academic Instruction of Students with Emotional and Behavioral DisordersPhilip L. Gunter, R. Kenton Denny — 1998
• The Effects of Teacher Administered Behavior-Specific Praise on Promoting Positive Behavior in StudentsJanet Bloodsaw — 2011
• The Effects of Peer-Assisted Learning Strategies on the Beginning Reading Skills of Young Children with Emotional or Behavioral DisordersKatherine B. Falk, Joseph H. Wehby — 2001
• The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral DisordersAmanda Strong, Joseph H. Wehby, Katherine B. Falk — 2004
• Early Classification of Reading Performance in Children Identified or At Risk for Emotional and Behavioral Disorders: A Discriminant Analysis Using the Dynamic Indicators of Basic Early Literacy Skills (DIBELS).Jorge E. González, Kimberly J. Vannest, Robert Reid — 2008
• Sometimes, practice makes imperfect: overcoming the automaticity of challenging behavior by linking intervention to thoughts, feelings, and actionsRobert A. Gable, Richard Van Acker — 2004
• Evidence-Based Teaching Strategies for Students with EBD.Joseph B. Ryan, Corey D. Pierce, Paul Mooney — 2008
• Academic Achievement of Students withEmotional and Behavioural Disorders:A Review of the ResearchJenn de Lugt — 2007
• THE EFFECTS OF A CONTEXTUALIZED INSTRUCTIONAL PACKAGE ON THE AREA AND PERIMETER PERFORMANCE OF SECONDARY STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISABILITIESCandace A. Mulcahy — 2007
• The Impact of NCLB and the Reauthorization of IDEA on Academic Instruction of Students with Emotional or Behavioral DisordersPaul Mooney, R. Kenton Denny, Philip L. Gunter — 2004
• Identification and Effects of Choice of Higher versus Lower Preference Assignments for Students at Risk for ED.Jennifer Coniglio — 2000
• The National Reading Panel Guidepost: A Review of Reading Outcome Measures for Students with Emotional and Behavioral DisordersDouglas E. Kostewicz, Richard M. Kubina — 2008
• Enhancing Student Learning and Social Behavior through Mnemonic StrategiesKaren A. Kleinheksel, Sareh E. Summy — 2003

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