Teacher-Mediated Interventions for Children with EBD and Their Academic Outcomes

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 indi-cate teacher-mediated interventions are successful across aca-demic 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 impossi-ble, to generalize the outcomes of these studies to broader popu-lations of students with EBD