Joseph B. Ryan

TL;DR: In this article, the authors report on the effectiveness and focus of academic self-management interventions for children and adolescents with emotional and behavioral disorders and report that self-monitoring interventions were the predominant type of selfmanagement technique used by researchers.

TL;DR: In this paper, the authors examined the effectiveness of peer-mediated interventions on the academic functioning of students with emotional and behavior disorders (EBD) using cross-age, same age, classwide peer tutoring, or cooperative learning met the criteria set forth for this review.

TL;DR: In this article, the authors review current literature pertaining to academic achievement and its effect on delinquency, and demonstrate that the implementation of sound academic interventions, particularly in reading, can effectively reduce rates of both delinquency and recidivism.

TL;DR: The use of high-stakes testing has become an increasingly popular assessment for schools to use in demonstrating individual academic performance of students, and providing accountability for school accountability for the use of such testing.

TL;DR: A review of the literature on interventions for children with emotional and behavioral disorders (EBD) can be found in this paper, where the authors highlight findings of these literature reviews covering over three decades of research conducted with students with EBD and provide teachers a condensed summary of teaching strategies that have demonstrated efficacy in educating some of the most challenging students in today's schools.