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Children with emotional and behavioral disorders (EBD) exhibit maladaptive social and behavioral responses characterized as severe, chronic, and pervasive (Gresham, 2005). Whether identified and served through educational or mental health [...], Low language proficiency and problem behavior often co-occur, yet language deficits are likely to be overlooked in children with emotional and behavioral disorders (EBD). Random effects meta-analyses were conducted to determine prevalence and severity of the problem. Across 22 studies, participants included 1,171 children ages 5-13 with formally identified EBD and no history of developmental, neurological, or language disorders. Results indicated prevalence of below-average language performance was 81%, 95% CI [76, 84]. The mean comprehensive language score was 76.33 [71, 82], which was significantly below average. Implications include the need to (a) require language screening for all students with EBD, (b) clarify the relationship between language and behavior, and (c) develop interventions to ameliorate the effects of these dual deficits.

Although the goal of special education programs is to help students function in the least restrictive environment, the complex behavioral, social, emotional, and academic problems of students with serious emotional [...], : This study examined educational program and teacher variables to identify factors that predict the reintegration of students with serious emotional disturbance (SED) into less restrictive placements. Data on program demographics, reintegration orientation, teacher reintegration training, and teacher attitudes toward reintegration were collected from 162 special education teachers and 31 administrators in restrictive placements for K-12 students with SED. This information was compared to the reintegration rates of students in those schools through the use of a hierarchical set regression analysis. Results indicated that reintegration orientation, demographic characteristics of restrictive SED programs, and particular experiences/training of special educators predict the reintegration of students with SED into less restrictive programs.

A study was conducted to examine the perceptions of the self-determination of youth with emotional and behavior disorders from a community high school, separate educational facility, and residential facility. Findings indicate that students consistently rated themselves in the moderate range, and that students from the residential facility rated themselves the highest.