THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

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THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS By Kenya Collier Williams, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2015 Major Director: Kevin Sutherland, Ph.D. Professor, Special Education and Disability Policy School of Education Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math