Many students who experience behavioral difficulties (BD) also experience learning difficulties (LD) in school; however, little research exists on how to support the academic achievement of students with co-occurring BD/LD. Even less research exists for students who experience these co-occurring difficulties at the high school or secondary level. The goal of this synthesis was to explore the effects of academic interventions on the academic outcomes (i.e., reading, mathematics, and writing) of high school students with co-occurring BD/LD. A total of nine, single-case design studies met criteria for this synthesis, including two dissertations. Four studies examined mathematics outcomes, four studies assessed reading outcomes, and two studies targeted spelling outcomes, with one study examining both mathematics and spelling. The calculated Tau-U effect sizes ranged from 0.54 to 1.0 across studies. Implications for research and practice are discussed with the goal of contributing to the small body of research on secondary-aged students with co-occurring BD/LD.

中文翻译：

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针对有行为和学习困难的高中生的学术干预综合


许多经历行为困难（BD）的学生在学校也会经历学习困难（LD）；然而，关于如何支持同时患有 BD/LD 的学生的学业成绩的研究很少。对于在高中或中学阶段经历这些同时发生的困难的学生的研究甚至更少。本综述的目的是探讨学术干预对同时患有 BD/LD 的高中生的学术成果（即阅读、数学和写作）的影响。总共九项单案例设计研究符合此综合的标准，其中包括两篇论文。四项研究检查了数学结果，四项研究评估了阅读结果，两项研究针对了拼写结果，其中一项研究检查了数学和拼写。各项研究中计算得出的 Tau-U 效应大小范围为 0.54 至 1.0。讨论了对研究和实践的影响，目的是为针对同时发生 BD/LD 的中学生的小型研究做出贡献。