Dr. Justin Garwood (RESE) has published an article, “Literacy Interventions for Secondary Students Formally Identified with Emotional and Behavioral Disorders: Trends and Gaps in the Research,” in the Journal of Behavioral Education.
Garwood’s article addresses the notion that there has historically been much less research on the literacy skills of adolescents with emotional and behavioral disorders (EBD) compared to the amount of intervention research targeting their behavior. Within the limited literacy research available, there are multiple issues that need to be addressed, including (a) a predominant focus on children in elementary school, (b) gender differences in students with EBD, and (c) variation in the labels of research participants. The purpose of this integrative, comprehensive review was to investigate these concerns and provide a summary of the data to guide future research studies. A total of 63 articles targeting the reading and/or writing skills of middle and high school students with EBD were identiﬁed, spanning 37 years of research (1980–2016). Analysis of the articles revealed that less than 15% of the participants were female, and the percentage of females included in this research has declined across time; 11 different labels have been used to describe research participants; oral reading ﬂuency, persuasive writing, and reading comprehension were the three most common dependent variables; and less than 5% of studies took place in inclusive general education settings. In his article, Garwood provides recommendations for practitioners serving students with EBD and for researchers.
Justin D. Garwood is an Assistant Professor in the Department of Reading Education and Special Education at Appalachian State University. Dr. Garwood teaches graduate and undergraduate courses in emotional and behavioral disorders (EBD), classroom management, inclusion, and relationship-driven approaches to positive behavior supports. He is a licensed teacher in Special Education K-12 and English Education 7-12, and a certified classroom management professional development workshop facilitator. Dr. Garwood's overarching research goal is focused on improving the educational and life outcomes of students with EBD. To that end, he conducts research on reading and writing interventions for students with EBD, classroom management training, and collaboration between special education teachers and paraprofessionals as they design and carry out functional assessment-based behavioral interventions. Dr. Garwood serves on the editorial boards of the Journal of Emotional and Behavioral Disorders and Learning Disabilities Research and Practice, and his published work can be found in journals such as Exceptional Children, Intervention in School and Clinic, Journal of Early Intervention, Remedial and Special Education, Rural Special Education Quarterly, Teacher Education and Special Education, and TEACHING Exceptional Children.
The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation.