Deconstructing a Definition: Social Maladjustment versus Emotional Disturbance and Moving the EBD Field Forward.

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Social Skills Training for Secondary Students With Emotional and/or Behavioral Disorders (2008, background): “…and youth identified as ED represent a specific subset of the broader population of students with emotional and behavioral disorders (EBD)—the distinguishing feature is that ED students qualify for special education services (Gresham, 2005; Merrell & Walker, 2004).”
Reducing Disproportionate Minority Representation in Special Education Programs for Students with Emotional Disturbances: Toward a Culturally Responsive Response to Intervention Model (2006, background): “Moreover, the ED category has the greatest degree of variability in prevalence of any IDEA disability category (Hallahan, Keller, & Ball, 1986; Merrell & Walker, 2004).”
The School-to-Prison Pipeline: Disproportionate Impact on Vulnerable Children and Adolescents (2017, background): “This student group with emotional problems is more likely to be placed in restrictive settings, have high school dropout rates, and 50% have at least one arrest as young adults, during and after high school (Merrell & Walker, 2004).”