| Autor: |
Peltier, Corey, Morin, Kristi, Vannest, Kimberly, Haas, April, Pulos, Joshua, Peltier, Tiffany |
| Rok vydání: |
2022 |
| DOI: |
10.17605/osf.io/sf23k |
| Popis: |
Students identified with emotional or behavioral disorders (EBD) display deficits across academic content areas, most notably in mathematics. We reviewed research on student-mediated math interventions for students with EBD. A total of 19 studies published between 1968 and 2019 met inclusion criteria, with 24 of 32 cases meeting the What Works Clearinghouse Pilot Single-Case Design Standards (Version 4.0) with or without reservations. Participants included 51 students identified with EBD, ages 8 to 16 years old. Results from visual analysis revealed 0 cases demonstrated strong evidence, 11 cases demonstrated moderate evidence, and 21 cases demonstrated weak evidence of intervention effects. The omnibus Tau-U was 74.35% (CI95 = 64.2% to 84.4%), representing data from 17 studies including 46 students. Implications for research and practice are discussed. |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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