Interventions for Behaviorally Disordered Students: A Quantitative Review and Methodological Critique

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Abstract
Recent research in the field of behavioral disorders has evidenced difficulties in the areas of definition and research reporting. The present study sought to investigate the degree to which recent literature has resolved these problems, as well as to determine which treatments are most effective for this population. Identified were 521 studies with 41 being retained. Results of three forms of meta-analysis revealed powerful effects of treatment: both interventions targeting classroom behavior and those attributable to a behavioral orientation were somewhat more powerful and robust. Widespread methodological flaws, however, may render these results meaningless, and probably limit their clinical significance. Recommendations for solidifying the research base are provided.