The debate around recent implementation of the Common Core State Standards (CCSS) has perplexed many policy makers, practitioners, and researchers; yet, there remains broad agreement for the need to improve reading outcomes and college and career readiness for all students, including students with disabilities. One of the most vulnerable populations with disabilities in terms of college and career readiness is students with emotional disorders (ED). A considerable percentage of students with ED encounter unfavorable academic and long-term outcomes, often due to reading difficulties and behavioral variables that impede learning. To date, the impact of rising expectations in reading on the education of students with ED has been absent from this conversation about CCSS. In this article, we consider the implications of new reading expectations in the critical period of Grades 6 through 12 for students with ED. First, we summarize grade-level expectations of the standards. We next describe the characteristics and underachievement of students with ED. We then evaluate challenges in meeting the expectations based on extant research and provide recommendations for practice based on the intervention literature. We conclude by prioritizing a research and policy agenda that advocates for increasing the likelihood of success in reading for students with ED in middle school and high school.
AlbertiS. (2013). Making the shifts. Educational Leadership, 70(4), 24–27.
2.
Al OtaibaS.FuchsD. (2002). Characteristics of children who are unresponsive to early literacy intervention. A review of the literature. Remedial and Special Education, 23, 300–316. doi:10.1177/07419325020230050501
3.
BiancarosaC.SnowC. E. (2006). Reading next—A vision for action and research in middle and high school literacy: A report to Carnegie Corporation of New York (2nd ed.). Washington, DC: Alliance for Excellent Education.
4.
BlankenshipT. L.AyresK. M.LangoneJ. (2005). Effects of computer-based cognitive mapping on reading comprehension for students with emotional and behavioral disorders. Journal of Special Education Technology, 20(2), 15–23.
5.
BosC. S.VaughnS. (2006). Strategies for teaching students with learning and behavior problems (6th ed.). Boston, MA: Allyn & Bacon.
6.
BouckE. C.MaedaY.FlanaganS. M. (2012). Assistive technology and students with high-incidence disabilities: Understanding the relationship through the NLTS2. Remedial and Special Education, 33, 298–308. doi:10.1177/0741932511401037
7.
BradleyR.DoolittleJ.BartolottaR. (2008). Building on the data and adding to the discussion: The experiences and outcomes of students with emotional disturbance. Journal of Behavioral Education, 17, 4–23. doi:10.1007/s10864-007-9058-6
8.
ChingosM. M. (2013). Standardized testing and the Common Core Standards. Washington, DC: Brookings Institution.
9.
ConstableS.GrossiB.MonizA.RyanL. (2013). Meeting the Common Core State Standards for students with autism. Teaching Exceptional Children, 45(3), 6–13.
10.
CookB. G.OdomS. L. (2013). Evidence based practices and implementation science in special education. Exceptional Children, 79, 135–144.
EdyburnD. L. (2006). Assistive technology and mild disabilities. Special Education Technology Practice, 8(4), 18–28.
14.
EpsteinM. H.NelsonJ. R.TroutA. L.MooneyP. (2005). Achievement and emotional disturbance: Academic status and intervention research. In EpsteinM. H.KutashK.DuchnowskiA. J. (Eds.), Outcomes for children and youth with emotional and behavioral disorders and their families: Programs and evaluation best practices (2nd ed., pp. 451–477). Austin, TX: Pro-Ed.
15.
Faggella-LubyM.DeshlerD. D. (2008). Reading comprehension in adolescents with LD: What we know; what we need to learn. Learning Disabilities Research & Practice, 23, 70–78. doi:10.1111/j.1540-5826.2008.00265.x
16.
FornessS. R.KimJ. J.WalkerH. M. (2012). Prevalence of students with EBD: Impact on general education. Beyond Behavior, 21(2), 3–10.
FulkB. M.BrighamF. J.LohmanD. A. (1998). Motivation and self-regulation: A comparison of students with learning and behavior problems. Remedial and Special Education, 19, 300–309. doi:10.1177/074193259801900506
19.
GarwoodJ.BrunstingN.FoxL. (2014). Improving reading comprehension and fluency outcomes for adolescents with emotional-behavioral disorders: Recent research synthesized. Remedial and Special Education, 35, 181–194.
20.
GerstenR.BakerS. K.Smith-JohnsonJ.DiminoJ.PetersonA. (2006). Eyes on the prize: Teaching complex historical content to middle school students with learning disabilities. Exceptional Children, 72, 264–280.
21.
GoodmanJ. I.HazelkornM.BucholzJ. L.DuffyM. L.KittaY. (2011). Inclusion and graduation rates: What are the outcomes?Journal of Disability Policy Studies, 21, 241–252.
22.
GrahamS.HarrisK. R. (2009). Almost 30 years of writing research: Making sense of it all withThe Wrath of Khan. Learning Disabilities Research & Practice, 24, 58–68.
23.
GrahamS.HarrisK. R. (2013). Common core state standards, writing, and students with LD: Recommendations. Learning Disabilities Research & Practice, 28, 28–37. doi:10.1111/ldrp.12004
24.
GrahamS.HebertM. (2011). Writing to read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710–744.
25.
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, 123–140.
26.
GuthrieJ. T.KlaudaS. L.MorrisonD. A. (2012). Motivation, achievement, and classroom contexts for information book reading. In GuthrieJ. T.WigfieldA.KlaudaS. L. (Eds.), Adolescents’ engagement in academic literacy. Sharjah, United Arab Emirates: Bentham Science.
27.
HaagerD.VaughnS. (2013). The Common Core State Standards and reading: Interpretations and implications for elementary students with learning disabilities. Learning Disabilities Research & Practice, 28, 5–16. doi:10.1111/ldrp.12000
28.
HawkinsR. O.HaleA. D.SheeleyW.LingS. (2011). Repeated reading and vocabulary-previewing interventions to improve fluency and comprehension for struggling high-school readers. Psychology in the Schools, 48, 59–77. doi:10.1002/pits.20545
29.
HeckerL.BurnsL.ElkindJ.ElkindK.KatzL. (2002). Benefits of assistive reading software for students with attention disorders. Annals of Dyslexia, 52, 243–272. doi:10.1007/s11881-002-0015-8
30.
HornerR. H.KratochwillT. R. (2012). Synthesizing single-case research to identify evidence-based practices: Some brief reflections. Journal of Behavioral Education, 21, 266–272. doi:10.1007/s10864-012-9152-2
31.
HudsonM. E.BrowderD.WakemanS. (2013). Helping students with moderate and severe intellectual disability access grade-level text. Teaching Exceptional Children, 45(3), 14–23.
32.
Individuals With Disabilities Education Improvement Act, 20 U.S.C. § 1400 et seq. (2004).
33.
International Center for Leadership in Education. (2012). Available from http://www.leadered.com/
34.
LaneK. L.Barton-ArwoodS.NelsonJ. R.WehbyJ. (2008). Academic performance of students with emotional and behavioral disorders served in a self-contained setting. Journal of Behavioral Education, 17(1), 43–62. doi:10.1007/s10864-007-9050-1
35.
LaneK. L.CarterE. W. (2006). Supporting transition-age youth with and at risk for emotional and behavioral disorders at the secondary level: A need for further inquiry. Journal of Emotional and Behavioral Disorders, 14, 66–70.
36.
LaneK. L.HarrisK. R.GrahamS.WeisenbachJ. L.BrindleM.MorphyP. (2008). The effects of self-regulated strategy development on the writing performance of second-grade students with behavioral and writing difficulties. The Journal of Special Education, 41, 234–253. doi:10.1177/0022466907310370
37.
LaneK. L.JolivetteK.ConroyM.NelsonC. M.BennerG. J. (2011). Future research directions for the field of E/BD: Standing on the shoulders of giants. Education and Treatment of Children, 34, 423–443. doi:10.1353/etc.2011.0029
38.
MakelM. C.PluckerJ. A. (2014). Facts are more important than novelty: Replication in the education sciences. Educational Researcher, 43, 304–316. doi:10.3102/0013189X14545513
39.
MasonL. H.KubinaR. M.Jr.ValasaL. L.Mong CramerA. (2010). Evaluating effective writing instruction for adolescent students in an emotional and behavior support setting. Behavioral Disorders, 35, 140–156.
40.
McDonnellL. M.WeatherfordM. S. (2013). Evidence use and the common core state standards movement: From problem definition to policy adoption. American Journal of Education, 120, 1–25. doi:10.1086/673163
41.
MilesS. B.StipekD. (2006). Contemporaneous and longitudinal associations between social behavior and literacy achievement in a sample of low-income elementary school children. Child Development, 77, 103–117.
42.
MilsomA.GlanvilleJ. L. (2010). Factors mediating the relationship between social skills and academic grades in a sample of students diagnosed with learning disabilities or emotional disturbance. Remedial and Special Education, 31, 241–251. doi:10.1177/0741932508327460
43.
MontagueM.EndersC.CastroM. (2005). Academic and behavioral outcomes for students at risk for emotional and behavioral disorders. Behavioral Disorders, 31, 84–94.
44.
MooneyP.EpsteinM. H.ReidR.NelsonJ. R. (2003). Status of and trends in academic intervention in research for students with emotional disturbance. Remedial and Special Education, 24, 273–287.
45.
National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: Author.
46.
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common Core Standards Appendix A: Research supporting key elements of the standards. Washington, DC: Author.
47.
NelsonJ. R.BennerG. J.GonzalezJ. (2003). Learner characteristics that influence the treatment effectiveness of early literacy interventions: A meta-analytic review. Learning Disabilities Research & Practice, 18, 255–267. doi:10.1111/1540-5826.00080
48.
NewmanL.WagnerM.CametoR.KnokeyA.ShaverD. (2010). Comparisons across time of the outcomes of youth with disabilities up to 4 years after high school: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2) (NCSER 2010-3008). Washington, DC: National Center for Special Education Research. Retrieved from http://search.proquest.com/docview/762465771?accountid=4840
49.
PastorP. N.ReubenC. A.DuranC. R. (2012). Identifying emotional and behavioral problems in children aged 4-17 years: United States, 2001–2007 (National Health Statistics Reports No. 48). Hyattsville, MD: National Center for Health Statistics.
50.
PearsonP. D.HiebertE. H. (2013). Understanding the Common Core State Standards. In MorrowL.ShanahanT.WixsonK. K. (Eds.), Teaching with the Common Core Standards for English language arts: What educators need to know (Book 1: Grades PreK-2; Book 2: Grades 3-5). New York, NY: Guilford Press.
51.
ReidR.GonzalezJ. E.NordnessP. D.TroutA.EpsteinM. H. (2004). A meta-analysis of the academic status of students with emotional/behavioral disturbance. The Journal of Special Education, 38, 130–143.
52.
RiveraM.Al OtaibaS.KoorlandM. A (2006). Reading instruction for students with emotional/behavioral disorders and at-risk of antisocial behaviors in primary grades: A literature review. Behavioral Disorders, 31, 323–339.
53.
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. doi:10.1177/07419325040250060101
54.
SaundersA. F.BethuneK. S.SpoonerF.BrowderD. (2013). Solving the common core equation. Teaching Exceptional Children, 45(3), 24–33.
55.
ScruggsT. E.BrighamF. J.MastropieriM. A. (2013). Common core science standards: Implications for students with learning disabilities. Learning Disabilities Research & Practice, 28, 49–57. doi:10.1111/ldrp.12002
56.
ShoresR. E.WehbyJ. H. (1999). Analyzing the classroom social behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 7, 194–199. doi:10.1177/106342669900700401
57.
SimpsonR. L.PetersonR. L.SmithC. R. (2011). Critical educational program components for students with emotional and behavioral disorders: Science, policy, and practice. Remedial and Special Education, 32, 230–242.
58.
SpencerV. G.ScruggsT. E.MastropieriM. A. (2003). Content area learning in middle school social studies classrooms and students with emotional or behavioral disorders: A comparison of strategies. Behavioral Disorders, 28, 77–93.
59.
SRI International. (2002). Special Education Elementary Longitudinal Study (SEELS) [Data tables and reports]. Retrieved from http://www.seels.net/grindex.html
60.
StoneR. H.BoonR. T.ForeC.BenderW. N.SpencerV. G. (2008). Use of text maps to improve the reading comprehension skills among students in high school with emotional and behavioral disorders. Behavioral Disorders, 33, 87–98.
61.
SutherlandK. S.Lewis-PalmerT.StichterJ.MorganP. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41, 223–233. doi:10.1177/0022466907310372
62.
SutherlandK. S.SnyderA. (2007). Effects of reciprocal peer tutoring and self-graphing on reading fluency and classroom behavior of middle school students with emotional or behavioral disorders. Journal of Emotional and Behavioral Disorders, 15, 103–118.
63.
SutherlandK. S.WehbyJ. H. (2001). The effects of self-evaluation on teaching behaviors in classrooms for students with emotional and behavioral disorders. The Journal of Special Education, 35, 161–171. doi:10.1177/002246690103500306
64.
SutherlandK. S.WehbyJ. H.GunterP. L. (2000). The effectiveness of cooperative learning with students with emotional and behavioral disorders: A literature review. Behavioral Disorders, 25, 225–238.
65.
TaftR. J.MasonL. H. (2011). Examining effects of writing interventions: Highlighting results for students with primary disabilities other than learning disabilities. Remedial and Special Education, 32, 359–370. doi:10.1177/0741932510362242
66.
TroutA. L.NordnessP. D.PierceC. D.EpsteinM. H. (2003). Research on the academic status of children with emotional and behavioral disorders: A review of the literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders, 11, 198–210. doi:10.1177/10634266030110040201
67.
VaughnS.KlingnerJ. K.BryantD. P. (2001). Collaborative strategic reading as a means to enhance peer-mediated instruction for reading comprehension and content-area learning. Remedial and Special Education, 22, 66–74. doi:10.1177/074193250102200201
68.
VaughnS.WanzekJ. (2014). Intensive intervention in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 29, 46–53.
69.
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. doi:10.1177/10634266050130020201
70.
WagnerM.NewmanL. (2012). Longitudinal transition outcomes of youth with emotional disturbances. Psychiatric Rehabilitation Journal, 35, 199–208. doi:10.2975/35.3.2012.199.208
71.
Wanzek.J.Al OtaibaS.PetscherY. (2013). Oral reading fluency development for children with emotional disturbance or learning disabilities. Exceptional Children, 80, 187–204. doi:10.1177/001440291408000204
72.
WeiX.BlackorbyJ.SchillerE. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78, 89–106.
73.
WexlerJ.ReedD. K.PyleN.MitchellM.BartonE. (2013). A synthesis of peer-mediated academic interventions for secondary struggling learners. Journal of Learning Disabilities. Advance online publication. doi:10.1177/0022219413504997
