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Analysis of the Article Evidence-Based Teaching Strategies for Students With EBD
Introduction
The article Evidence-based teaching strategies for students with EBD (Ryan, Pierce, & Mooney, 2008) is grounded on the analysis of scholarly researches. The examined papers compare the effectuality of different kinds of interventions in the schooling of children with emotional and behavioral disorders (EBD). The chosen article is dedicated to a vital problem of teaching methods for pupils with peculiarities, and this theme is valuable in the field of educational studies. The research tool was unusual since Ryan et al. (2008) analyzed articles satisfying specific criteria instead of conducting separate research to find useful academic strategies that could be recommended to teachers. Still, the study outcomes do not apply to reality due to the limitations discussed below. However, despite the mentioned shortage of information, the research was conducted decently.
Main body
The first thing that should be noticed is that Ryan et al. (2008) admit that the articles that were used in the research were based on the analysis of a limited number of students, and the sample of some works did not include girls or representatives of some races. Nevertheless, educators could conclude that the findings provided by Ryan et al. (2008) still could be taken into consideration and help to approach at least some of the students with EBD correctly.
Secondly, since the article helps to understand the connection between childrens behavior and their academic performance and suggests specific methods to improve the latter, it definitely could be translated into practice. For instance, the research concludes that peer-mediated interventions lead to the rise of children with EBD academic standing (Ryan et al., 2008). This practice is not what teachers used to implement during the classes. However, the results of numerous studies prove the effectiveness of this method and give the motivation to try it.
At the same time, the results of the article informed that all three methods demonstrate a positive influence on the academic performance of pupils with behavioral issues. Besides, Ryan et al. (2008) do not clearly outline which practice is the most useful, and this point is confusing. Apparently, each type of intervention has its strong and weak sides. Still, a teacher could infer from the article that it is better to try all three methods and experiment with them to find the best possible solution. What is more, the practices applicable for one academic group might be less efficient for another one, and this is a problem since there is no universal method that would bring a guaranteed result. Therefore, one could argue that the article by Ryan et al. (2008) provides a profound analysis of the existing studies dedicated to the problem of education of children with EBD but does not reveal any new, previously unknown, facts and findings.
Conclusion
To conclude, since the article is comprised of the analysis of a multitude of scholarly papers, its findings are supported by the reviewed studies. The authors analyzed the scope of other works in an immensely detailed manner, outlined the peculiarities, strong and weak sides of each intervention. However, it seems that the research lacks scientific novelty. Undoubtedly, the paper is unique in the sense that there are no other works that provide an overview of such scope of various examinations. Nevertheless, the conclusions are obscure and require further investigation. Finally, the paper was written twelve years ago, and thus, it seems to be outdated because, since that time, other researches concerning the issue of education of children with EBD were conducted.
Reference
Ryan, J. B., Pierce, C. D., & Mooney, P. (2008). Evidence-based teaching strategies for students with EBD. Beyond Behavior, 17(3), 22-29.
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