Abstract The origins and evolution of the field of emotional/behavioral disorders (E/BD) provide a context for offering suggestions for advancing the field. Building from this historical past and the research of others in the field, four broad recommendations which focus on academic and social needs of students with E/BD are offered: (a) ensuring high fidelity of implementation of effective intervention practices, (b) working within a systems-level approach, (c) developing a knowledge base through service-based research, and (d) preparing teachers of students with E/BD to meet the challenge. Embedded in these recommendations are three critical themes: the use of evidence-based practices, a response to intervention decision-making framework, and implementation of interventions with fidelity. Students with emotional and behavioral disorders (E/BD) have been referred to as unclaimed children (Knitzer & Olson, 1982). These students have externalizing (e.g., delinquency, aggression, noncompliance) and internalizing (e.g., anxiety, depression, somatic complaints) behavior patterns, with many students displaying behaviors in both domains (Achenbach, 1991; Walker, Ramsey, & Gresham, 2004). Not surprisingly, students with E/BD struggle in many aspects of their life including interpersonal relationships with peers and adults, academic demands of the classroom setting, and self-determined behaviors (Greenwood, Hart, Walker, & Risely, 1994; Patterson, Reid, & Dishion, 1992; Wehmeyer & Field, 2007). These collective concerns in academic, social, and behavioral domains persist into adulthood, leading to other challenges during adulthood such as under-and unemployment, divorce, the need for mental health services, and even contact with the justice system (Moffitt, 1993; Wagner, Kutash, Duchnowski, Epstein, & Sumi, 2005). While less than 1% of school-age students receive special education services for emotional disturbance (ED) as defined in the Individuals with Disabilities Education Improvement Act (IDEA; 2004), there are far more children and youth with E/BD who are unidentified and unserved during their educational years. The prevalence estimates suggest between 3%-20% of students have E/BD, with conservative estimates suggesting 6% (Kauffman & Landrum, 2006). Thus, the magnitude of the problem of unidentified and unserved students with E/BD is substantial and will impact the special and general education service communities alike. Given the majority of these students will not access special education services, it is important for the field of education to produce teachers with the knowledge, skills, and confidence to work in collaborative, inclusive environments using evidence-based practices to better support students with ED and at-risk for E/BD (Lane, Oakes, & Menzies, 2010). In this paper, we offer global recommendations based on our collective experiences as researchers and practitioners for advancing the field of E/BD as we move into the [21.sup.st] century. These recommendations are broad in nature and scope so that each may apply to the various academic deficits and social excesses and deficits which students with E/BD of any age present within educational, home, and community settings. These recommendations may be best understood in the context of the history of the field of E/BD, and therefore, a brief introduction of how the field came to be and evolved over time. Our Historical Context Any account of history is influenced by the knowledge and biases of its author or authors, and this is no exception. In the sections that follow, we offer a brief overview of some key historical events that constitute the building blocks of the field of E/BD, in our opinion. Readers interested in more comprehensive historical summaries of the field of E/BD may wish to consult Coleman and Weber (2002), Lewis (1974), Kauffman and Landrum (2006), or Wood (1999). …
Read full abstract