Academic competence and school performance are important to the successful adjustment of pupils. Unfortunately, along with social-emotional deficits, a primary characteristic of behaviorally disordered pupils is an inability to learn from academic instruction. The purpose of this article is to review the research on the academic status of behaviorally disordered adolescents and to identify future research needs and issues. The research needs identified involve sampling techniques, the selection of dependent measures including curriculum-based assessment, the assessment of the learning strategy, abilities of students with behavioral disorders, and instructional variables affecting the achievement of adolescents with social-emotional disorders.
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