Improving Academic Achievement of Students with Emotional and Behavior Disorders Through Self-Management of Performance

Along with their social and behavioral deficits, students with emotional disturbance often have academic deficits as well. Historically, most of the educational focus for these students has been on remediation of their social and behavioral deficits while the need to improve their academic skills is unrecognized. There is a need to identify a research-based intervention that can improve both social and academic deficits exhibited by students with emotional disturbance. The purpose of this study was to explore the effects of self-monitoring of performance on the academic achievement of students with emotional and behavioral disorders in a middle school math class. The findings suggest that students with emotional disturbance continue to struggle with the challenge of appropriately navigating all of the social and academic structures of the school day. These students faced incredible challenges in educational settings that impaired them from being able to access the curriculum alongside their general education peers, causing them to fall further behind academically.Educatio