An Examination of Intervention Research with Secondary Students with EBD in Light of Common Core State Standards for Mathematics Candace A. Mulcahy State University of New York, Binghamton Paula Maccini, Kenneth Wright, and Jason Miller University of Maryland ABSTRACT: In this review, the authors offer a critical analysis of published interventions for improving mathematics performance among middle and high school students with EBD in light of the Common Core State Standards. An exhaustive review of literature from 1975 to December 2012 yielded 20 articles that met criteria for inclusion. The authors analyzed the body of research for the nature of participants, settings, interventionists, interventions, and alignment with Common Core State Standards. Despite limitations with the body of research, the results of the review indicate a number of promising practices exist for secondary students with EBD in mathematics, including: (a) peer-mediated approaches, (b) interventions that address academic performance as well as behavior, (d) use of technology, and (e) use of strategy instruction to support conceptual understanding. Implications for research and practice are provided. • The need for effective mathematics instruc- tion for all students in the United States, Including students with disabilities, has been a priority in national reform efforts over the last two decades. These efforts include the release of the National Council for Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics (2000) and Curricu- lum Focal Points (2006), which provide greater coherence and conceptualization for mathe- matics instruction in grades K-8, with the goal of Improving mathematics proficiency of the nation's school-aged students. Both the Na- tional Research Council (2001) and the NCTM contend that mathematics proficiency depends upon instruction that develops students' ability to incorporate components of mathematical knowledge. In 2008, the National Mathematics Advisory Panel (NMAP) conducted an analysis of mathematics instruction in the United States and provided a set of recommendations based on the findings. The NMAP recommended that: (a) students with learning problems receive explicit, systematic instruction with opportuni- ties to ask questions and think aloud while solving problems; (b) teachers ensure that all students have foundational skills and concep- tual knowledge required for understanding grade level mathematics; and (c) researchers meet the critical need for rigorous inquiry Into mathematics instructional practices for striving learners. Finally, the No Child Left Behind Act of 2001 (NCLB) and the 2004 Individuals with Disabilities Education Act (IDEA) amendments also emphasize high expectations for all stu- dents and mandate that specific subgroups, including students with disabilities, meet rigor- ous performance standards in mathematics, reading, and science. Based on these earlier reforms and the recommendations set forth by the NMAP (2008), the National Governors Association (NGA) and the Council of Chief State School Officers (CCSSO) collaborated to develop the Common Core State Standards (2010), a set of coherent and focused standards in mathemat- ics from kindergarten to high school. The standards aim to provide scaffolding for curriculum designers to utilize in their efforts to deliver a more focused and coherent mathematics curriculum that delves deeper into conceptual knowledge as compared to existing state standards. As of August, 2013, 45 states and the District of Columbia have adopted the CCSS. The CCSS for mathematics Include the Standards for Mathematical Content, the spe- cific domain knowledge addressed per grade. 146 /May 2014 Behavioral Disorders, 39 (3), 146-164