EDUCATION AND TREATMENT OF CHILDREN - Vol. 36 - No. 3 - Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support

Oct 15, 2026

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Youth with emotional and behavioral disorders (E/BD) or at-risk conditions face major academic deficits that increase over time, contributing to low engagement and worsening achievement compared with typically developing peers. The article targets the opportunity gap by improving access to multi-tiered academic prevention, maximizing learning time, and using explicit instruction aligned to academic needs. It recommends positive behavior interventions, universal screening, diagnostic assessment, and alterable instruction factors, emphasizing intensive language instruction for most students with E/BD.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Youth with E/BD and academic deficits

Multi-tiered academic supports and explicit instruction

Federal initiatives and tier I prevention access

Impact of opportunity gap and supplemental instruction

EDUCATION AND TREATMENT OF CHILDREN Vol. 36, No. 3, 2013 Closing the Achievement Gap of Youth with Emotional and Behavioral Disorders through Multi-Tiered Systems of Support Gregory J. Benner University of Washington Krista Kutash University of South Florida J. Ron Nelson University of Nebraska Marie B. Fisher University of Washington Abstract It is well documented that youth with or at-risk for emotional and behavioral disorders (E/BD) have severe deficits in their academic functioning. To begin to address these deficits, we focus on the need to close the opportunity gap by providing access to multi-tiered systems of academic prevention, maximizing academic learning time, and providing explicit instruction for youth with E/BD. We offer recommended positive behavior interventions and supports necessary to improve engagement in instruction. Closing the achievement gap using multi-tiered academic supports requires best practices for universal screening and diagnostic assessment to understand youth academic needs. We detail the key elements of explicit instruction directly linked to improved academic performance. We conclude with alterable instruction factors for intensifying instruction and emphasize the need for intensive language instruction for the majority of youth with E/BD. Keywords: Multi-Tiered Systems of Support, Academic Intervention, Achievement Gap, Emotional and Behavioral Disorders, Engagement Youth with emotional and behavioral disorders (E/BD) require multi-tiered systems of support (MTSS) or prevention, due to the intensity of their behavioral and academic challenges. Indeed, a plethora of research has demonstrated that youth with E/BD show moderate to severe academic skill deficits that worsen over time relative to typically achieving youth (e.g., Wagner, 1995) and youth with Address correspondence to Gregory J. Benner, Center for Strong Schools, University of Washington Tacoma, Box 358435, Tacoma, WA 98402; [e-mail: gbenner@uw.edu](e-mail: gbenner@uw.edu). 16 BENNER et al. learning disabilities (e.g., Scruggs and Mastropieri, 1986). A large body of literature indicates that the social and behavioral challenges of youth with E/BD interfere with instruction and, in turn, result in learning difficulties (e.g., Hagan-Burke, Kwok, Zou, Johnson, Simmons, & Coyne, 2010). Indeed, national studies indicate youth with E/BD have an average GPA of 1.4, are absent an average of 18 days per school year, and 58% drop out (e.g., Bradley, Doolittle, & Bartolotta, 2008). Data from the Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study-2 reveal that, compared with peers with and without other disabilities, youth with E/BD experience the bleakest school and post-school outcomes (Wagner et al., 2006). These youth are at a much higher risk for being arrested, using and abusing illicit substances, obtaining and maintaining employment, lower income earning, and long-term dependence on the welfare system and mental health services (e.g., Mayer, Lochman, & Van Acker, 2005). Multi-tiered prevention systems of academic support are effective for closing the achievement gap experienced by youth with E/BD. Several reviews of the literature suggest that youth with E/BD respond to explicit teaching delivered in a range of formats (e.g., large group, small group, individual; Benner, Nelson, Ralston, & Mooney, 2010; Mooney, Epstein, Reid, & Nelson, 2003; Ralston, Benner, Tsai, Riccomini, & Nelson, in press) . This is encouraging to staff seeking to improve the academic outcomes of youth with E/BD (Nelson, Benner,& Mooney, 2008) . Explicit instruction is an unambiguous and direct approach to teaching with an emphasis on providing students a clear statement about what is to be to learned, proceeding in small steps with concrete and varied examples, checking for student understanding, and achieving active and successful participation of students (e.g., Baker, Fein, & B

FAQs

How does the article propose closing the achievement gap for youth with E/BD?

It focuses on access to multi-tiered academic prevention, maximizing academic learning time, and delivering explicit instruction with recommended positive behavior interventions and supports.

What role do universal screening and diagnostic assessment play?

They help identify students’ academic needs by implementing best practices within multi-tiered academic supports.

Why does the article emphasize explicit instruction for youth with E/BD?

Explicit instruction provides clear learning targets in small steps with concrete examples, includes checks for understanding, and supports active participation, which research links to improved achievement.

Oct 15, 2026

Uploaded by dhado