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What are effective strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools? Findings from a systematic review of research
Author(s) -
Evans Jennifer,
Harden Angela,
Thomas James
Publication year - 2004
Publication title -
journal of research in special educational needs
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.543
H-Index - 27
ISSN - 1471-3802
DOI - 10.1111/j.1471-3802.2004.00015.x
Subject(s) - mainstream , psychology , scope (computer science) , psychological intervention , quality (philosophy) , medical education , inclusion (mineral) , applied psychology , medicine , social psychology , computer science , philosophy , theology , epistemology , psychiatry , programming language
This article describes the processes and findings of a systematic review of research into the effectiveness of strategies to support pupils with emotional and behavioural difficulties (EBD) in mainstream primary schools. A search for studies carried out from 1975–1999 resulted in 265 citations, of which 96 were found to be within the scope of the review topic. Of these, 27 reported on 28 research studies, which could address the review question. Findings from these 28 studies indicated that a number of strategies, based on a range of theoretical frameworks, showed some positive impacts on pupil behaviour. However, the review highlighted a dearth of good quality research on strategy effectiveness. There is a need for higher quality research into strategies currently being used in schools. Practitioners, parents and children should all be involved in setting the parameters for interventions and research concerned with EBD.