Objective data provide overwhelming evidence that children and youth with emotional and behavioral disorders (EBD) are underidentified and underserved. This was the central argument in our November 2007 Forum article to which Harry, Hart, Klingner, Cramer, and Sturges responded. In this rejoinder, we continue to assert the dramatic need to offer…

Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses…

Inclusion of students with disabilities, including children and youth diagnosed with emotional and behavioral disorders, has been a prominent and contentious issue for decades. Yet, in spite of the extraordinary attention given this topic, there has been a general absence of empirically sound research to guide policy and practice. This article…

Reviews current issues that affect the education of students with emotional and behavioral disorders. Discusses best-practice methods by educators; student placement, including increased reliance on alternative schools and other nontraditional settings; and job expectations and working conditions of teachers who work with troubled students.…

Addresses research-based issues related to preparing teachers and other professionals to work with children and youth with emotional and behavioral disorders. Discussion includes an identification of basic personnel preparation questions to be addressed, components of an effective training program, steps for establishing program effectiveness, and…

Reciprocal interactions between teachers and two groups of preschoolers (four autistic, four mildly developmentally delayed) were observed and recorded. Teachers or aides ignored most negative initiations. Although most neutral interactions (e.g., question-answer) were reciprocal, students (especially the autistic group) did not respond…

In the context of a response to other articles contained in a special issue on social interaction skills of handicapped students, trends in developing social interaction skills of behavior disordered students are discussed, including current training issues and procedures as well as suggestions for future research and program development. (JW)

An analysis of parent contact logs on 161 learning disabled and behavior disordered elementary students indicated that the most widely used or requested services were for program information and informal feedback. Teacher expectations regarding need for advocacy group membership and parent-advisory-group participation exceeded parental…

Analysis of 214 Individualized Education Programs for students with behavior disorders assigned to public school resource, self-contained, and cross-categorical and residential/institutional special education programs found many lacked mandated components and contained discrepancies between annual goals and present performance levels across age…

An analysis was conducted of positive interactions initiated by 205 regular class students with severely emotionally disturbed children and adolescents as a function of two attitude modification treatment conditions. Regular class students were exposed to either information about handicapped persons or the information condition plus structured…

The results showed that in each setting, overcorrection procedures were associated with statistically significant differences in the target behaviors. (Author/DLS)

A survey of general educators (n=194) revealed a general willingness to accept students with learning disabilities and behavioral disorders, contingent on mainstreaming modifications (such as availability and effectiveness of support personnel) and their participation in decision making. (Author/DB)

This article discusses three major issues in the education of students with autism: the field's reliance on controversial treatments; the issue of full-time inclusion of students with autism in general education classrooms; and preparation of personnel to serve students with autism. Suggestions for meeting these challenges are provided. (Author/PB)