Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis.
More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and...
| Publicado en: | Behavioral Disorders Vol. 51; no. 1; pp. 39 - 58 |
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| Autores principales: | , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=188856546&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 188856546 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Nov2025 vid: 51 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 188856546 178747836 188856546 188856546 10.1177/01987429241261382 188856546 ppf: 39 ppct: 19 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Academic and Behavioral Strategies in Inclusive Settings for Students With EBD: A Meta Analysis. aug: au: Soares, Denise A. Harrison, Judith R. Peltier, Corey Press, Kathryn affil: The University of Mississippi, Oxford, USA sug: subj: Affective Disorders Child Behavior Disorders Students with Disabilities Psychosocial Factors Academic Performance Evaluation Child Behavior Evaluation Strategic Planning Evaluation Education, Special Education Human United States Meta Analysis Systematic Review Learning Environment Schools, Special Psychosocial Intervention Schools, Elementary Schools, Middle Schools, Secondary Coding Medical Practice, Evidence-Based Descriptive Statistics Data Analysis Software ab: More students with emotional and behavioral disorders (EBD) than ever before spend most of their time in general education. To increase their academic and behavioral success, students with EBD need access to empirically supported interventions and services. The purpose of this systematic review and meta-analysis was to evaluate strategy effectiveness for students with EBD in K–12 inclusive settings. Identified studies were assessed with two approaches for evaluating methodological quality and multiple methods for assessing intervention effects. Results indicated that there is a dearth of empirical support for strategies implemented in general education classrooms for students with EBD though most of the studied reviewed were of high quality with moderate-to-large effects. In addition to the practical findings, the research team compared review methods with findings indicating agreement between expert visual analysis and more structured approaches for visual analysis. For the quantitative metrics, results indicated variable agreement across methods. Implications for research and practice are discussed. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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