Across the modern history of the field of special education and emotional/behavioral disorders (EBD), direct observation of student and educator behavior has been an essential component of the diagnostic process, student progress monitoring, and establishing functional and statistical relationships within research. This article provides an…

Bullying in schools has received both media and scholarly attention for the past 20 years. A large body of research has identified variables associated with bullies, victims, and bully-victims in terms of predictive and preventative factors. However, less attention has been given to the role federal legislation and litigation has played in schools…

Research on school social dynamics suggests that antisocial behavior is often supported by peer group processes particularly during late childhood and adolescence. Building from a social interactional framework, this article explores how information on the social functions of aggressive and disruptive behavior may help to guide function-based…

The emphasis or focus of a professional association often shifts imperceptibly over time in ways that neither its membership nor its leadership seems able to recognize until pivotal events compel it to do so. The historical shift from psychodynamic to behavioral approaches in special education for children with emotional or behavioral disorders…

Significant issues still confront the field of emotional or behavioral disorders (E/BD) in providing a free, appropriate, public educational (FAPE) program for these students. This paper reviews recent case law for several critical areas of concern to the field today, including: (a) response to intervention (RTI) and child find procedures, (b)…

The popularity and success of positive behavioral interventions and supports (PBIS) in public schools across the United States has led professionals to advocate for its implementation in secure juvenile settings. Statewide implementation efforts have been mounted in several jurisdictions, and a number of secure facilities are applying it with…

Reentry outcomes for formerly incarcerated youth are dismal. The challenges these youth face are even further intensified when they have learning or emotional and behavioral disabilities. Successful transition services need to be initiated in the correctional facility and continue in the community. This article discusses interventions designed to…

Youth with emotional and behavioral (E/BD) and other disorders, who in many cases have not received needed interventions and supports in school, are overrepresented in the juvenile justice system. This article considers how parents of youth with E/BDs can become more involved in the process when their child is referred to juvenile court, thereby…

The current status of at-risk and adjudicated youth with behavioral challenges provides a context for addressing needed future directions for research and practice in fields that impact this population. This context includes the myriad characteristics and complex needs of these youth, the programs and services currently available in communities…

This document provides policy recommendations of the Council for Children with Behavioral Disorders regarding the use of physical restraint procedures in schools. It includes (a) an introduction, (b) a declaration of principles, and (c) recommendations regarding the use of physical restraint in school settings. Explanation or elaboration of…

This document provides policy recommendations of the Council for Children with Behavioral Disorders regarding the use of seclusion procedures in schools. It includes (a) an introduction, (b) a declaration of principles, and (c) recommendations regarding the use of seclusion in school settings. Explanation or elaboration of policy recommendations…

The main tenant of the Individuals with Disabilities Education Act (IDEA) reauthorization was improving student outcomes through the use of evidence-based interventions. A particularly interesting aspect that found its way into the legislation was the eligibility process. Current methods of eligibility identification for students with learning…

The educational success of Latino students has never been a more pressing issue. As of July 2001, people of Hispanic origin are the second largest racial/ethnic group in the United States and continue to be the fastest growing group in the United States. Despite this, there is little research on the behavior of Latino students--possibly because…

Saida, a 16-year-old girl in Bermuda, attended a special alternative high school program for students with serious behavior problems. She had been receiving special education for her behavioral problems since the age of 5. Saida regularly used profanity in response to teacher directives, particularly in social studies class. A functional…

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…