Multilevel meta-analysis is an innovative synthesis technique used for the quantitative integration of effect size estimates across participants and across studies. The quantitative summary allows for objective, evidence-based, and informed decisions in research, practice, and policy. Based on previous methodological work, the technique results in…

Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders' generation of main idea statements about…

Researchers have been working diligently to build the evidence base for what works for youth with emotional and behavioral disorders (EBD). As the evidence base grows, the field must investigate what works, for whom, and under what conditions. To begin to address for whom the mounting evidence is applicable, this study systematically reviewed…

A single subject alternating treatment design across three student-teacher dyads was used to investigate the comparative impact on student academic engaged time of three opportunity-to-respond (OTR) strategies: guided notes, class-wide peer tutoring, and response cards. Participants were three high school students with disabilities with noted…

In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed…

The study examined effects of tutoring lower functioning students on 12 behaviorally disordered students tutors (third through fifth grades). Although anecdotal reports strongly favored tutoring, all objective measures (i.e., absences, disciplinary referrals, achievement test performance, behavior rating scales) failed to indicate behavior change…

The study investigated the effects of a peer tutoring package on the instructional performance of 12 behaviorally disordered adolescents directly trained by their three teachers and subsequent effects on the performance of their learners. Learner performance on daily spelling tests increased considerably when intervention in the form of peer…

This article synthesizes findings from previous research on instructional interventions in mathematics for students with emotional and behavioral disorders (EBD). A systematic search of the literature from 1985 through December 2005 yielded 13 studies that met the criteria for inclusion in this review. The review yielded several findings: (a)…

The study measured the interactive values of peer tutoring and structured interaction activities on the rate and type of social initiations (cooperative or instructional) of nonhandicapped peers (N=4) toward students with autism (N=4). Results showed that structured interaction activities produced the highest rates of cooperation initiations.…

A review of 17 studies on tutoring behaviorally disordered students revealed that tutoring can have a positive effect on both the tutor's and the tutee's academic achievement and can increase social relations of the tutoring dyad as well as attitudes toward content area. However, ancedotal reports of improved general social functioning, are not…

As part of a pretest-posttest control group design, a questionnaire evaluated whether participation in reverse-role tutoring improved nonhandicapped students' attitudes toward behaviorally disordered fifth and sixth grade peer tutors. Improved attitudes did not generalize to another self-contained class of behavior disordered students. (JW)

A student (age 15) classified as behaviorally disordered tutored a student with learning disabilities. The peer tutoring brought about improvements in the tutee's on-task and academic performance but not in the tutor's disruptive behavior. Self-monitoring and a self-instructional component were then implemented to eliminate the tutor's disruptive…

In two studies, 18 middle school boys with serious emotional disturbances (SED) were taught to use a social skills curriculum to teach more positive peer interactions to peers with SED. Results indicate the desired effects of the peer-based social skills instruction, with some evidence of behavior maintenance and transfer. (Contains references.)…

A review of eight publications regarding reading interventions with elementary school students with emotional or behavior disorders (E/BD) and a focus group of eight teachers, found cross-age tutoring and direct or explicit instruction may hold some promise for students with E/BD, however, neither revealed specific instructional procedures that…

A study examined the effectiveness of the Kindergarten Peer-Assisted Learning Strategies (K-PALS) in increasing the beginning reading skills of six kindergartners identified as having emotional or behavioral disorders. The peer tutoring phase of K-PALS led to increases in student scores on letter-sound correspondence and blending probes. (Contains…