Teacher-mediated interventions for children with EBD and their academic outcomes: A Review

Teacher-mediated interventions for children with EBD and their academic outcomes: A Review

Forfattere
Pierce, C. D. Reid, R. Epstein, M. H.
Årstall
2004
Tidsskrift
Remedial and Special Education
Volum
25
Sider
175-188
This review examined the effectiveness of teacher-mediated interventions with respect to the academic functioning of students with emotional and behavioral disorders (EBD). Thirty studies using a variety of teacher-mediated interventions met the criteria for inclusion in this review. Findings from these studies indicate teacher-mediated interventions are successful across academic subject areas. However, the participant characteristics were defined poorly, and the settings used within these studies did not accurately reflect the current EBD population's actual classroom placement. Finally, a lack of programmatic research on teacher-mediated interventions has made it difficult, if not impossible, to generalize the outcomes of these studies to broader populations of students with EBD. (PsycINFO Database Record (c) 2012 APA, all rights reserved) (journal abstract).

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Tiltaksnivå

Tidlig innsats

Tema

Psykiske vansker og lidelser

Atferdsproblemer

Utagerende/utfordrende atferd (uro, bråk)

Atferdsforstyrrelser

Følelsesmessige problemer

Depresjon og nedstemthet (inkl. både vansker og lidelse)

Utvikling og livsmestring

Skoleprestasjoner

Tiltak

Organisering av tiltak

Skole/barnehagebaserte tiltak

Aldersgruppe

Barn i skolealder (6-12 år)

Ungdom (13-18 år)

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