A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance

By R. Reid, Jorge E. Gonzalez, Philip D. Nordness, A. Trout, M. Epstein. 2004

518 citations recorded by the source corpus.

Subfields: Clinical Psychology, Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/0d74bd4894738333bb501cd2cfba2b3dbaefcd05

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In Clinical Psychology

In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Evaluating Effective Writing Instruction for Adolescent Students in an Emotional and Behavior Support Setting (2010, background): “Although writing is a critical academic skill for adolescents (Graham & Perin, 2007) and is difficult for many students with EBD (Reid et al., 2004), little research has focused on writing instruction for this group of learners.”
Reexamining the Relationship Between Academic Achievement and Social Behavior (2011, background): “…maladaptive behavior patterns are highly related” is evident in descriptive, epidemiological studies documenting the academic status of students with emotional disturbance, in which one or more of the ratings are replaced with performance on tests or other indicators (Reid et al., 2004, p. 130).”
Examining the Influence of Teacher Behavior and Classroom Context on the Behavioral and Academic Outcomes for Students With Emotional or Behavioral Disorders (2008, methodology): “For example, the meta-analysis by Reid, Gonzalez, Nordness, Trout, and Epstein (2004) of 25 studies, which compared the academic achievement of students with EBD and typically developing sameage peers, found an effect size of .69 favoring typically developing students.”
A Comparison of Teacher Nomination and Screening to Identify Behavioral and Emotional Risk Within a Sample of Underrepresented Students (2013, background): “…suggesting a relationship between academic functioning and emotional and behavioral functioning, where students with emotional and behavioral problems have lower overall academic achievement (Bradley, Doolittle, & Bartolotta, 2008; Reid et al., 2004; Wagner, Kutash, Duchnowski, & Epstein, 2005).”
A Comparison of iPads and Worksheets on Math Skills of High School Students with Emotional Disturbance (2012, background): “Mathematical performance of students with ED is a critical concern for educators in that many students with ED fail to master basic math skills and as a result are unable to use higher-level problem solving skills (Meadows, Neel, Scott, & Parker, 1994; Reid et al., 2004).”
A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders (2005, background): “Epstein, 2003), and that the magnitude of deficits was approximately .60 standard deviations ( Reid, Gonzalez, Nordness, Trout, & Epstein, 2004 ).”
A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders (2006, background): “298 / May 2006 Behavioral Disorders, 31 (3), 297–311 Of particular concern for educators is the mathematical performance of students with EBD (Greenbaum et al., 1996; Reid et al., 2004).”
Effects on Science Summarization of a Reading Comprehension Intervention for Adolescents with Behavior and Attention Disorders (2008, background): “Reid et al., 2004 reported that students with EBD show considerably lower achievement than their typically devel- 135Exceptional Children 136 Winter 2008 oping age peers in both reading and writing (effect sizes –0.61 and –0.46).”
Cultivating Caring Relationships Between Teachers and Secondary Students With Emotional and Behavioral Disorders (2009, background): “…school, are retained more frequently, are more likely to be absent from school, have lower grade point averages, drop out of school more frequently, and are less likely to graduate high school compared to students without EBD (Boreson, 2006; Reid et al., 2004; Shriner & Wehby, 2004; USDOE, 2002).”
Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, background): “This lack of academic progress may be due to a number of factors including (a) the greater emphasis on behavioral programming and social skills instruction relative to academic instruction (Lane et al. 2005a, b; Mooney et al. 2003; Reid et al. 2004), (b) outcomes measures that may not be sensitive t”