Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance

By P. Mooney, M. Epstein, R. Reid, J. Ron Nelson. 2003

146 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/487f23b86e9761b5e5fabe1ce0914cb4810c9e09

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. J. Wehby
2. R. Reid
3. Sally M. Barton-Arwood
4. J. Nelson
5. Kathleen Lynne Lane
6. Sharon Raimondi
7. Lisa A. Rafferty
8. M. Epstein

In Developmental and Educational Psychology

1. Sally M. Barton-Arwood
2. Kathleen Lynne Lane
3. J. Nelson
4. J. Wehby
5. R. Reid
6. M. Epstein
7. P. Mooney
8. Sharon Raimondi

In Safety Research

1. J. Wehby
2. Sally M. Barton-Arwood
3. J. Nelson
4. Kathleen Lynne Lane
5. Philip D. Nordness

Citations in the corpus

• A Review of Instructional Interventions in Mathematics for Students with Emotional and Behavioral Disorders (2006, background): “Because scientifi c evidence is limited with regard to effective instructional interventions in math for students with EBD, practitioners must use reason-based practice in providing mathematics instruction for their students. Both strategy instruction and self-monitoring are interventions with some ”
• Self-Monitoring of Attention Versus Self-Monitoring of Performance: Examining the Differential Effects Among Students with Emotional Disturbance Engaged in Independent Math Practice (2009, background): “Second, this study included academic variables, and currently, there is a lack of academic intervention research being conducted for students with ED ( Mooney et al. 2003 ).”
• A Review of Self-Management Interventions Targeting Academic Outcomes for Students with Emotional and Behavioral Disorders (2005, background): “Not surprisingly, the call for increased group design research in the field of EBD (e.g., Mooney, Epstein, Reid, & Nelson, 2003 ) is evident as well.”
• Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, background): “The poor academic functioning of students with EBD is not surprising given that academic underachievement is part of the identifying criteria in the federal definition for emotional disturbance (IDEIA 2004; Mooney et al. 2003).”
• A Meta-Analysis of the Academic Status of Students with Emotional/Behavioral Disturbance (2004, background): “Problems with thorough reporting of characteristics of samples have been noted in previous reviews of academic status of children with EBD (e.g., Mooney et al., 2003; Trout et al., 2003).”