Educational researchers have a responsibility to conduct research that addresses current problems and to share their results in a manner that promotes effective implementation by practitioners. Thus, because children and youth identified as meeting criteria for services as behaviorally disordered exhibit academic problems as well as difficulties with social behavior, researchers should be seeking to address needs of practitioners concerned with educating these students. The purpose of this review is to provide both researchers and practitioners concerned with the education of behaviorally disordered students a systematic survey of investigations in the area of academic skill improvement for these students served in public school settings. Commentary on the technical and functional nature of this research and suggestions for future reports are also presented.
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