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- W1528569894 abstract "This article synthesizes findings from previous research on instructional interventions in mathematics for students with emotional and behavioral disorders (EBD). A systematic search of the literature from 1985 through December 2005 yielded 13 studies that met the criteria for inclusion in this review. The review yielded several findings: (a) mathematics interventions examined in previous research targeted basic skills such as addition, subtraction, multiplication, and division of whole numbers, decimals, and fractions; (b) interventions examined in the studies included student-directed strategies, teacher-directed instruction, peer tutoring, and computer-assisted instruction; and (c) research that examines instructional interventions in mathematics problem-solving for students with EBD is almost nonexistent. Implications for practice based on this review are limited by the few studies across a diverse array of interventions. Findings from this review highlight the need for systematic research of mathematics interventions for students with EBD." @default.
- W1528569894 created "2016-06-24" @default.
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- W1528569894 date "2006-05-01" @default.
- W1528569894 modified "2023-10-17" @default.
- W1528569894 title "A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders" @default.
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- W1528569894 doi "https://doi.org/10.1177/019874290603100304" @default.
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