Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings.
*BennerG. J.NelsonJ. R.RalstonN. C.MooneyP. (2010). A meta-analysis of the effects of reading instruction on the reading skills of students with or at risk of behavioral disorders. Behavioral Disorders, 35, 86–102.
2.
BoothA. (2010). How much searching is enough? Comprehensive versus optimal retrieval for technology assessments. International Journal of Technology Assessment in Health Care, 26, 431–435.
3.
*BurkeM. D.BoonR. T.HattonH.Bowman-PerrottL. (2015). Reading interventions for middle and secondary students with emotional and behavioral disorders: A quantitative review of single-case studies. Behavior Modification, 39, 43–68.
4.
ChalmersI.HedgesL. V.CooperH. (2002). A brief history of research synthesis. Evaluation & the Health Professions, 25, 12–37.
5.
*ColemanM.VaughnS. (2000). Reading interventions for students with emotional/behavioral disorders. Behavioral Disorders, 25, 93–104.
6.
CookB. G. (2014). A call for examining replication and bias in special education research. Remedial and Special Education, 35, 233–246.
7.
CookB. G.BuysseV.KlingnerJ.LandrumT. J.McWilliamR. A.TankersleyM.TestD. W. (2015). CEC’s standards for classifying the evidence base of practices in special education. Remedial and Special Education, 36, 220–234.
8.
CookB. G.CookS. C. (2011). Thinking and communicating clearly about evidence-based practices in special education. Division for Research, Council for Exceptional Children.
9.
CookB. G.TherrienW. J. (2017). Null effects and publication bias in special education research. Behavioral Disorders, 42, 149–158.
10.
CullenJ. M.Alber-MorganS. R.SchnellS. T.WheatonJ. E. (2014). Improving reading skills of students with disabilities using Headsprout comprehension. Remedial and Special Education, 35, 356–365.
11.
CummingsP. (2011). Arguments for and against standardized mean differences (effect sizes). Archives of Pediatrics & Adolescent Medicine, 165(7), 592–596.
12.
DelaneyA.TamásP. A. (2018). Searching for evidence or approval? A commentary on database search in systematic reviews and alternative information retrieval methodologies. Research Synthesis Methods, 9, 124–131.
13.
*De LugtJ. (2007). Academic achievement of students with emotional and behavioural disorders: A review of the research. Exceptionality Education International, 17, 111–136.
14.
*DunnM. E.ShelnutJ.RyanJ. B.KatsiyannisA. (2017). A systematic review of peer-mediated interventions on the academic achievement of students with emotional/behavioral disorders. Education and Treatment of Children, 40, 497–534.
15.
EggerM.Zellweger-ZähnerT.SchneiderM.JunkerC.LengelerC.AntesG. (1997). Language bias in randomized controlled trials published in English and German. The Lancet, 350(9074), 326–329.
16.
FergusonC. J.BrannickM. T. (2012). Publication bias in psychological science: Prevalence, methods for identifying and controlling, and implications for the use of meta-analyses. Psychological Methods, 17, 120–128.
17.
FuchsL. S.FuchsD. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53, 199–208.
18.
GageN. A.CookB. G.ReichowB. (2017). Publication bias in special education meta-analyses. Exceptional Children, 83, 428–445.
19.
GageN. A.WilsonJ.MacSuga-GageA. S. (2014). Writing performance of students with emotional and/or behavioral disabilities. Behavioral Disorders, 40, 3–14.
20.
*GarwoodJ. D. (2018). Literacy interventions for secondary students formally identified with emotional and behavioral disorders: Trends and gaps in the research. Journal of Behavioral Education, 27, 23–52.
21.
*GarwoodJ. D.BrunstingN. C.FoxL. C. (2014). Improving reading comprehension and fluency outcomes for adolescents with emotional-behavioral disorders: Recent research synthesized. Remedial and Special Education, 35, 181–194.
22.
*GriffithA. K.HurleyK. D.HagamanJ. L. (2009). Treatment integrity of literacy interventions for students with emotional and/or behavioral disorders. Remedial and Special Education, 30, 245–255.
23.
*GriffithA. K.TroutA. L.HagamanJ. L.HarperJ. (2008). Interventions to improve the literacy functioning of adolescents with emotional and/or behavior disorders: A review of the literature between 1965 and 2005. Behavioral Disorders, 33, 124–140.
24.
HallC.KentS. C.McCulleyL.DavisA.WanzekJ. (2013). A new look at mnemonics and graphic organizers in the secondary social studies classroom. Teaching Exceptional Children, 46, 47–55.
25.
HartlingL.FeatherstoneR.NusplM.ShaveK.DrydenD. M.VandermeerB. (2017). Grey literature in systematic reviews: A cross-sectional study of the contribution of non-English reports, unpublished studies and dissertations to the results of meta-analyses in child-relevant reviews. BMC Medical Research Methodology, 17, Article 64.
26.
Henning-SmithC.AlangS. (2016). Access to care for children with emotional/behavioral difficulties. Journal of Child Health Care, 20, 185–194.
27.
HornerR. H.CarrE. G.HalleJ.McGeeG.OdomS.WoleryM. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
28.
KauffmanJ. M. (2001). Characteristics of emotional and behavioral disorders of children and youths (7th ed.). Merrill.
29.
KauffmanJ. M.SimpsonR. L.MockD. R. (2009). Problems related to underservice: A rejoinder. Behavioral Disorders, 34, 172–180.
30.
KilgusS. P.ChafouleasS. M.Riley-TillmanT. C. (2013). Development and initial validation of the Social and Academic Behavior Risk Screener for elementary grades. School Psychology Quarterly, 28, 210–226.
31.
KingS. A.DavidsonK. A.ChitiyoA.AppleD. (2020). Evaluating search and selection procedures in special education literature reviews. Remedial and Special Education, 41, 3–17. https://doi.org/10.1177/0741932518813142
32.
KostewiczD. E.KubinaR. M. (2008). The National Reading Panel guidepost: A review of reading outcome measures for students with emotional and behavioral disorders. Behavioral Disorders, 33, 62–74.
33.
KratochwillT. R.HitchcockJ.HornerR. H.LevinJ. R.OdomS. L.RindskopfD. M.ShadishW. R. (2010). Single-case designs technical documentation: Procedures and standards handbook (Version 2.0). What Works Clearinghouse. https://eric.ed.gov/?id=ED510743
34.
LedfordJ. R.GastD. L. (Eds.). (2017). Single case research methodology: Applications in special education and behavioral sciences (3rd ed.). Routledge.
35.
LedfordJ. R.KingS. A.HarbinE. R.ZimmermanE. R. (2018). Antecedent social skills interventions for individuals with ASD: What works, for whom, and under what conditions?Focus on Autism and Other Developmental Disabilities, 33, 3–13.
36.
LemonsC. J.KingS. A.DavidsonK. A.BerryessaT. L.GajjarS. A.SacksL. H. (2016). An inadvertent concurrent replication: Same roadmap, different journey. Remedial and Special Education, 37, 213–222.
37.
LiberatiA.AltmanD. G.TetzlaffJ.MulrowC.GøtzscheP. C.IoannidisJ. P.. . . MoherD. (2009). The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: Explanation and elaboration. Journal of Clinical Epidemiology, 62, e1–e34.
38.
LloydB. P.BruhnA. L.SutherlandK. S.BradshawC. P. (2019). Progress and priorities in research to improve outcomes for students with or at risk for emotional and behavioral disorders. Behavioral Disorders, 44, 85–96.
39.
MackayH. C.BarkhamM.ReesA.StilesW. B. (2003). Appraisal of published reviews of research on psychotherapy and counseling with adults 1990-1998. Journal of Consulting and Clinical Psychology, 71, 652–656.
40.
MagginD. M.O’KeeffeB. V.JohnsonA. H. (2011). A quantitative synthesis of methodology in the meta-analysis of single-subject research for students with disabilities: 1985–2009. Exceptionality, 19(2), 109–135.
41.
MagginD. M.TalbottE.Van AckerE. Y.KummS. (2017). Quality indicators for systematic reviews in behavioral disorders. Behavioral Disorders, 42, 52–56.
42.
*McKennaJ. W.KimM. K.ShinM.PfannenstielK. (2017). An evaluation of single-case reading intervention study quality for students with and at risk for emotional and behavioral disorders. Behavior Modification, 41, 868–906.
43.
McNamaraE. R.ScalesC. D. (2011). The role of systematic reviews and meta-analysis in evidence-based clinical practice. Indian Journal of Urology, 27, 520–524.
44.
MitchellB. S.KernL.ConroyM. A. (2019). Supporting students with emotional or behavioral disorders: State of the field. Behavioral Disorders, 44, 70–84.
45.
*MooneyP.EpsteinM. H.ReidR.NelsonJ. R. (2003). Status of and trends in academic intervention research for students with emotional disturbance. Remedial and Special Education, 24, 273–287.
46.
*MooneyP.RyanJ. B.UhingB. M.ReidR.EpsteinM. H. (2005). A review of self-management interventions targeting academic outcomes for students with emotional and behavioral disorders. Journal of Behavioral Education, 14, 203–221.
47.
NelsonJ. R.BennerG. J.LaneK.SmithB. W. (2004). Academic achievement of K-12 students with emotional and behavioral disorders. Exceptional Children, 71, 59–73.
48.
OakesW.MathurS.LaneK. L. (2010). Reading interventions for students with challenging behavior: A focus on fluency. Behavioral Disorders, 35, 120–139.
49.
OsherD.MorrisonG.BaileyW. (2003). Exploring the relationship between student mobility and dropout among students with emotional and behavioral disorders. The Journal of Negro Education, 72, 79–96.
50.
PalmerJ.BoonR. T.SpencerV. G. (2014). Effects of concept mapping instruction on the vocabulary acquisition skills of seventh-graders with mild disabilities: A replication study. Reading & Writing Quarterly, 30, 165–182.
51.
ParkerR. I.VannestK. J.DavisJ. L. (2011). Effect size in single-case research: A review of nine nonoverlap techniques. Behavior Modification, 35, 303–322.
52.
PetticrewM. (2015). Time to rethink the systematic review catechism? Moving from “what works” to “what happens.”Systematic Reviews, 4, 36.
53.
*PierceC. D.ReidR.EpsteinM. H. (2004). Teacher-mediated interventions for children with EBD and their academic outcomes. Remedial and Special Education, 25, 175–188.
54.
*RiveraM. O.Al-OtaibaS.KoorlandM. A. (2006). Reading instruction for students with emotional and behavioral disorders and at risk of antisocial behaviors in primary grades: Review of literature. Behavioral Disorders, 31, 323–337.
55.
RuhlK. L.BerlinghoffD. H. (1992). Research on improving behaviorally disordered students’ academic performance: A review of the literature. Behavioral Disorders, 17, 178–190.
56.
*RyanJ. B.ReidR.EpsteinM. H. (2004). Peer-mediated intervention studies on academic achievement for students with EBD: A review. Remedial and Special Education, 25, 330–341.
57.
SchlosserR. W. (2006). The role of systematic reviews in evidence-based practice, research, and development. Focus Technical Brief, 15, 1–4.
58.
SciuchettiM. B.McKennaJ.FlowerA. (2016). Teacher knowledge and selection of evidence-based practices: A survey study. Journal of Vincentian Social Action, 1(2), 20–31.
59.
ShadishW. R.HedgesL. V.HornerR. H.OdomS. L. (2015). The role of between-case effect size in conducting, interpreting, and summarizing single case research. National Center for Education Research.
60.
ShanahanT. (2005). The National Reading Panel Report: Practical advice for teachers. North Central Regional Educational Laboratory.
61.
SharpeD. (1997). Of apples and oranges, file drawers and garbage: Why validity issues in meta-analysis will not go away. Clinical Psychology Review, 17, 881–901.
62.
SiontisK. C.Hernandez-BoussardT.IoannidisJ. P. (2013). Overlapping meta-analyses on the same topic: Survey of published studies. British Medical Journal, 347, Article f4501.
63.
*SpencerV. G. (2006). Peer tutoring and students with emotional or behavioral disorders: A review of the literature. Behavioral Disorders, 31, 204–222.
64.
*SutherlandK. S.WehbyJ. H. (2001). Exploring the relationship between increased opportunities to respond to academic requests and the academic and behavioral outcomes of students with EDB: A review. Remedial and Special Education, 22, 113–121.
65.
SwansonH. L.Sachse-LeeC. (2000). A meta-analysis of single-subject-design intervention research for students with LD. Journal of Learning Disabilities, 33, 114–136.
66.
TalbottE.MagginD. M.Van AckerE. Y.KummS. (2018). Quality indicators for reviews of research in special education. Exceptionality, 26(4), 245–265.
67.
TherrienW. J.MathewsH. M.HirschS. E.SolisM. (2016). Progeny review: An alternative approach for examining the replication of intervention studies in special education. Remedial and Special Education, 37, 235–243.
68.
WagnerM.CametoR.NewmanL. (2003). Youth with disabilities: A changing population. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). SRI International.
69.
WagnerM.KutashK.DuchnowskiA. J.EpsteinM. H. (2005). The special education elementary longitudinal study and the national longitudinal transition study: Study designs and implications for children and youth with emotional disturbance. Journal of Emotional and Behavioral Disorders, 13, 25–41.
70.
WagnerM.KutashK.DuchnowskiA. J.EpsteinM. H.SumiW. C. (2005). The children and youth we serve: A national picture of the characteristics of students with emotional disturbances receiving special education. Journal of Emotional and Behavioral Disorders, 13, 79–96.
71.
WangS.ParillaR.CuiY. (2013). Meta-analysis of social skills interventions of single-case research for individuals with autism spectrum disorders: Results from three-level HLM. Journal of Autism and Developmental Disorders, 43, 1701–1716.
72.
WanzekJ.OtaibaS. A.PetscherY. (2014). Oral reading fluency development for children with emotional disturbance or learning disabilities. Exceptional Children, 80, 187–204.
73.
ZaheerI.MagginD.McDanielS.McIntoshK.RodriguezB. J.FogtJ. B. (2019). Implementation of promising practices that support students with emotional and behavioral disorders. Behavioral Disorders, 44, 117–128.
