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Citation |
Vannest KJ, Temple-Harvey KK, Mason BA. Prev. Sch. Fail. 2009; 53(2): 73-84. |
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Copyright |
(Copyright © 2009, Informa - Taylor and Francis Group) |
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DOI |
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PMID |
unavailable |
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Abstract |
Because schools are held accountable for the academic performance of all students, it is important to focus on academics and the need for effective teaching practices. Adequate yearly progress, a method of accountability that is part of the No Child Left Behind Act (2001), profoundly affects the education of students who have emotional and behavioral disorders (EBD). These students, who typically and consistently perform below grade level, are, or soon will be, tested on grade level across content-area courses. The authors conducted a review of academic interventions for students with EBD to broaden the impact of research by developing a list of instructional interventions that researchers have demonstrated to be effective in improving academic performance of students with EBD. |