The author of this commentary responds to an article titled "How We Might Make Special Education for Students with Emotional or Behavioral Disorders Less Stigmatizing," by J.M. Kaufmann and J. Bader, who maintain that identifying youth as having emotional and behavioral disorders (EBD) and providing treatment for them is viewed to be…

Despite a growing body of evidence demonstrating the value of Tier 1 and Tier 3 interventions, significantly less is known about Tier 2 level treatments when they are added within the context of a tiered continuum of support. The purpose of this article is to systematically review the existing research base for Tier 2 small group intervention…

Instruction is the most important variable in special education, but it is often overlooked. Special instruction is what makes special education work, yet it is often neglected. We need to know more about how to teach both academic and behavioral skills more effectively, how behavioral and academic skills are interrelated, and how to choose those…

The purpose of this longitudinal study was twofold: (a) to investigate academic, behavioral, and emotional outcomes for adolescents who were followed longitudinally from middle through high school and (b) to determine if early assessment of achievement and behavior predicts academic and behavioral outcomes for adolescents who were identified as at…

Problems in early identification of children with emotional or behavioral disorders in current systems of care are discussed along with current methods for early screening. Use of early detection and ongoing assessment of response as a basis for more focused intervention is suggested. Primary and secondary prevention issues are also discussed.…

This article identifies some of the underlying emotions of our school administrators, congressional leaders, and communities that result in the neglect of students who are in dire need of special education and related services. The systematic underestimation and underidentification of students with emotional or behavioral disorders are…

Evaluation of the Early Screening Project in a Head Start classroom-wide mental health identification and intervention over a 12- week period found that eight children identified as being at high risk for emotional/behavioral disorders prior to intervention either significantly improved or maintained their pre-intervention functioning. No…

Argues that the population of children with behavior disorders has changed dramatically for the worse over the past 25 years due to societal transformation. Society's reliance on punishing sanctions rather than preventing risk conditions or rehabilitation is discussed and strategies are suggested for proactive approaches in addressing social…

This article discusses the need to incorporate research findings in developmental psychopathology, psychiatric comorbidity, and psychopharmacology in school mental health programs to enable early detection and primary prevention of emotional and behavioral disorders in students. A response stresses the need for a multidisciplinary approach.…

Educators have frequently expressed concern about young children who are exposed to known environmental risk factors associated with the development of chronic behavior problems (e.g., poverty, domestic violence, child maltreatment). Nevertheless, a societal commitment to address these environmental risk factors by identifying young children who…