This monograph addresses issues associated with the disproportionate representation of culturally diverse students in special education for students with emotional or behavioral disorders (E/BD). Chapter 1 considers identification, assessment, and intervention strategies for culturally diverse students with E/BD. Chapter 2 discusses the impact of high-stakes testing, including: the context of high stakes testing and education reform; consequences enacted in response to test performance; the greatest challenge of high-stakes testing (not knowing the tests' potential biases and effects); and meeting the needs of culturally diverse students. The third chapter explains culturally responsive behavior intervention planning using functional behavioral assessment. It examines assumptions and beliefs about this approach; conditions for the use of functional behavioral assessments and behavior intervention plans; and hypothesizing about behavioral function. Chapter 4 addresses the importance of parent/teacher partnerships in screening and assessment. The final chapter is on interconnecting assessments and interventions and discusses making eligibility decisions, improving instruction and intervention, and assessing culturally diverse students with EBD. (Contains 102 references.) (DB)