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Students identified with emotional or behavioral disorders (EBD) display deficits across academic content areas, most notably in mathematics. We reviewed research on student-mediated math interventions for students with EBD. A total of 19 studies published between 1968 and 2019 met inclusion criteria, with 24 of 32 cases meeting the What Works Clearinghouse Pilot Single-Case Design Standards (version 4.0) with or without reservations. Participants included 51 students identified with EBD, ages 8 to 16 years old. Results from visual analysis revealed 0 cases demonstrated strong evidence, 11 cases demonstrated moderate evidence, and 21 cases demonstrated weak evidence of intervention effects. The omnibus Tau-U was 74.35% (CI95 = 64.2% to 84.4%), representing data from 17 studies including 46 students. Implications for research and practice are discussed.

Despite challenges educators face when assessing needs of students with significant cognitive disabilities, providing a fair and accurate assessment of skills is crucial to a student's future success. Dismal outcomes for these students indicate the current transition planning process is weak and not appropriate. Research suggests meaningful transition planning is facilitated by appropriate transition assessment to ensure students with significant cognitive disabilities make progress, meet annual transition goals, have individualized supports and services, and receive effective instruction. The purpose of this study was to investigate the nationwide transition assessment process for students with significant cognitive disabilities. Results indicated transition assessments are not fully assessing the needs of this population, thereby denying equal participation and access to inclusive environments.

The current study examined the criterion validity of a computer adaptive universal screener with an end-of-year state mathematics assessment using extant data provided by a local education agency. ...

Teaching self-determination to students with emotional and behavioral disorders (EBD) may empower them to become self-regulated problem solvers. This article, using the Self-Determined Learning Model of Instruction (SDLMI), outlines a framework for teachers to facilitate mathematics instruction and goal attainment relative to in-school and postschool outcomes. The SDLMI’s three phases enable teachers to promote self-directed learning in their students with EBD. These increased opportunities of self-regulated learning can improve students’ in-school and postschool success.

Manipulatives are widely considered an effective practice and have been recommended as an evidence-based practice for students identified with a learning disability when used within the concrete–representational–abstract instructional framework. The aim of the current study was to evaluate single-case experimental designs that implemented a mathematics intervention using manipulatives on the mathematical outcomes of students at risk or identified with a disability. A total of 53 studies were included in the review. The Tau- U effect size (ES) across studies ranged from 0.34 to 1.00, with an omnibus ES of 0.91 (CI95 = [0.87, 0.95]). The between-case standardized mean difference for individual studies ranged from 0.03 to 18.58. Moderator analyses revealed that out of nine variables analyzed (i.e., study quality, design, age, interventionist, manipulative type, perceptual richness, math concept, dependent variable, and disability category), only disability category served as a moderator. Implications for research and practice are discussed.

Secondary transition planning and service coordination using evidence-based practices (EBPs) are a focus at the national, state, and local level to facilitate positive postschool outcomes and higher rates of inclusion for individuals with disabilities. However, research indicates schools and service providers are not effectively implementing EBPs. This study investigated a summer job experience program for students with disabilities as a means to incorporate EBPs and increase student job-readiness skills. Results indicated the vast majority of students gained critical skills and experiences across eight EBP categories. Parents felt student employability skills increased, and host business partners expressed willingness to repeat the summer iJobs experience. Future research, implications for practice, and limitations are discussed.

Students with mathematics learning disability (MLD) are entitled to a free and appropriate public education (FAPE) and related services as outlined by their Individualized Education Program (IEP). The IEP provides a roadmap for educators to follow to enhance in-school and post-school outcomes. This study explored the IEPs of secondary students with MLD, enrolled in grades 6-12, attending 15 rural independent school districts in the southeast part of the United States. Results suggest secondary students with MLD have needs in (a) calculation; (b) fractions, decimals, and percentages; (c) functional mathematics; (d) reading, and (e) social and behavioral skills; yet, 70% of IEPs reviewed only included instruction in the general education setting, without specialized services. IEPs included a variety of accommodations but few goals facilitating access to grade level content or special education services to support specialized instruction to meet goals. Implications for practice, limitations, and implications for future research are discussed.