Scientifically Supported Practices in Emotional and Behavioral Disorders: A Proposed Approach and Brief Review of Current Practices

By Timothy J. Lewis, S. Hudson, Mary Richter, N. Johnson. 2004

161 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/6ebc2ec26053e2ae76eaa4ed9ef0a3c11534893e

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In Cognitive Neuroscience

In Developmental and Educational Psychology

In Psychiatry and Mental health

Citations in the corpus

Examining the Effects of Teacher-Directed Opportunities to Respond on Student Outcomes: A Systematic Review of the Literature (2015, background): “One key effective instructional practice with growing empirical support is providing all students with frequent and varied opportunities to respond (OTR; Lewis et al., 2004; Sutherland & Wehby, 2001).”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “Researchers (e.g., Gunter & Denny, 1998; Lewis et al., 2004; Steinberg & Knitzer, 1992; Wehby et al., 1998) have documented and lamented the lack of effective instructional practices in classrooms for students with EBD.”
Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, methodology): “The Peacock Hill Working Group (1991) and others (e.g., see Jones et al., 2004; Kauffman, 2007; Lewis et al., 2004) have taken initial steps toward contributing to such a structure.”
Importance, Usage, and Preparedness to Implement Evidence-based Practices for Students with Emotional Disabilities: A Comparison of Knowledge and Skills of Special Education and General Education Teachers (2012, methodology): “Unfortunately, most general education teachers and special education teachers lack the preparation necessary to work effectively with students with ED (Cook, 2002; Lewis et al., 2004; Simpson et al. 2011).”
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “Current best practices recommendations (Lewis et al., 2004) suggest that teachers modify their instructional methods to increase the level of correct responding and “modify worksheets and other seatwork such that they are clear, self-explanatory, with at-level content” (p. 251).”