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Mathematics Interventions for
Secondary Students with
Emotional or Behavioral
Disorders: Research Quality
and Impact
Megan Lambert
Department of Psychology, Counseling, and Special Education
Mentor: Brittany Hott, PhD
Assistant Professor of Special Education
Introduction
This purpose of this study is to examine single-subject research
studies that focus on secondary mathematics interventions for
students with EBD.
Students with Emotional or Behavioral Disabilities
(EBD)
The term refers to a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child's educational performance:
Inability to learn not explained by other factors
Inability to have interpersonal peer relationships
Inappropriate behavior or feelings under normal circumstances
Pervasive mood of depression or unhappiness
Tendency to develop physical symptoms or fears
Emotional disturbance includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance under paragraph (c)(4)(i) of the IDEA legislation. An inability to learn that cannot be explained by intellectual, sensory, or health factors.
(USDOE, 2004)
2002 2003 20070
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20
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80
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100
Gra
du
atio
n R
ate
Year
EBD Graduation Rates
2005
A Case for Academic Interventions
Math instruction has shifted from a focus on arithmetic calculation to problem solving, logic, patterns, organizing evidence, and proving solutions (Morgan et al., 2010; NTCM, 2000; Sayeski& Paulsen, 2010; Strickland & Maccini, 2010)
Students with EBD enter kindergarten with math skills comparable to students without disabilities; by 6th grade students with LD are out performing students with EBD (Nelson, Benner, Lane, & Smith, 2004)
Employability rates for students with EBD are less then rates for students with severe disabilities (Jolivette et al., 2000)
Limited research base to support practitioners in the area of secondary mathematics (Templeton et al., 2008)
Bottom Line…
Educators are required to use scientifically-based instruction in the
classroom (NCLB 2001; IDEA 2004). However, research studies
completed in education do not always line up with the standards of
quality that hard sciences have put forth.
Quality indicators from Horner et. al. (2005)
article include:
Describing
Participants
with Detail
Operationally
Precise
Dependent
Variables
Established
External Validity
Precise
Baseline
Conditions
Practical
Implementation
Research Questions
What secondary mathematics interventions are available
to support students with Emotional or Behavioral
Disabilities?
What is the overall quality of the published intervention
studies?
Methodology
ProQuest, EBSCO, and ERIC databases were searched using key
terms “emotion*” or “behavior*” and “math*”
24 articles were obtained that met study criteria (published
interventions for students with EBD between 1970 and 2013)
Articles were independently coded by two research assistants; a
third researcher reconciled discrepancies until 100% inter-rater
reliability was obtained
Percentage of quality indicators met (Horner et al., 2005; CEC,
2013) were calculated and trends over time reported
Methodology (cont.)
This indicator checklist was examined for:
• Total number of indicators met
• Indicators met within independent variables only
• Indicators met within dependent variables only.
This was also evaluated against each study according to the year the
study was published.
Results
Studies that were conducted closer to the present have more
indicators fulfilled
Overall, studies fulfilled more indicators in their dependent
variables than their independent variables.
Quality Indicators by Study
Participant/ Settings DescriptionBillingsley et al. (2009)
Bottge et al. (2006)
Cade &
Gunter (2002)
Carr &
Punzo (1993)
Davis &
Hajicek (1985)
Franca et al. (1990)
Gable & Kerr (1980)
Lazarus (1993)
Maheady et al (1987)
Maher (1982)
Maher (1984)
Maher (1986)
Osborne et al (1987)
Salend &
Washin (1988)
Skinner et al. (1989)
Skinner et al. (1993)
Swanson &
Scarpati (1984)
Sufficient detail X X X X x
Replicable Precision (Process) X X X X
Setting Described with Sufficient Precision X X X X X X X x
Dependent Variable
Operational Precision X X X X X X X X x x x
Quantifiable Index X X X X X X x x
Replicable Precision X X X X X X X X x x
Measured Repeatedly Over Time X X X X X X X X X X X x x x
IOA X X X X X x
Independent Variable
Replicable Precision X X X X X X X X X X x x x
Systematically Manipulated X X X X X X X X X X X x x x
Fidelity of Implementation X X X X x
Baseline
Repeated Measure of Independent Variable X X X X X X X X X X X X x x x
Establishes Pattern of Responding X X X X X X X X x x
Experimental Control/ Internal Validity
3 Demonstrations at 3 Points in Time X X X X X X X X X X X x x x
Controls for Common Threats X X X x
Demonstrates Experimental Control X X X X X X x x
External Validity
Replicated across participants, settings, or materials X X X X X X X X X X X X x x x
Social Validity
Dependent Variable is Socially Important X X X X X X X X X X X X X X x x x
Magnitude of Change is Socially Important X X X X X X X X X X X X X X x x x
Implementation is Practical and Cost Effective X X X X X X X X X X X X X X x x x
Independent is Implemented over Time X X X X X X X X X X X X X X x x x
% of indicators met21/21 /21 16/21 /21 14/21 15/21 5/21 10/21 /21 9/21 /21 10/21 13/21 /21 15/21 /21 /21
y = 0.1594x - 312.61
R² = 0.3991
0
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1975 1980 1985 1990 1995 2000 2005 2010 2015
QU
ALI
TY IN
DIC
ATO
RS
YEAR
Indicators Over Time
Implications
o These peer-reviewed quality indicators need to be evaluated
alongside the studies themselves, if educators are to effectively use
evidence-based practices in the classroom.
o Further research is needed on both interventions and their quality.
o Applied settings demand evidence-based practices of rigorous
quality.
So What…
Teachers must examine the quality of the studies off of which they
base their instructional strategies. Despite more than fifteen years of
efforts to implement evidence-based practices, progress for students
with EBD has remained relatively stagnant (Institute for Education
Sciences, 2013; National Center on Disability, 2003 ).
Thank You For Listening
Contact:
Megan Lambert: Department of Psychology, Counseling, and Special
Education.
Email: [email protected]
Brittany L. Hott, PhD: Assistant Professor of Special Education
Email: [email protected]
Questions
