Improving mathematics performance among secondary students with EBD: A methodological review.

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Secondary School Students, Mathematics Education, Mathematics Achievement, Emotional Disturbances, Behavior Disorders, Special Education, Case Studies, Remedial Mathematics, Literature Reviews, Intervention, Evidence Based Practice, Coding, Interrater Reliability, Research Design, Outcomes of Education, Validity


In this methodological review, the authors apply special education research quality indicators and standards for single case design to analyze mathematics intervention studies for secondary students with emotional and behavioral disorders (EBD). A systematic methodological review of literature from 1975 to December 2012 yielded 19 articles that met inclusion criteria. Findings revealed eight studies investigated functional relation between mathematics interventions and mathematics performance for secondary students with EBD. The remainder investigated functional relation between behavioral interventions and mathematics performance. The body of research had limitations in methodological rigor that prevented identification of evidence-based practices for mathematics interventions for learners with EBD. Implications and directions for future research are discussed.

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DOI: 10.1177/0741932515579275