Students with emotional and behavioral disorders (EBD) consistently lag behind their peers academically and behaviorally, are likely to be excluded from school, drop out more frequently, and face higher incarceration rates and a host of other negative outcomes as adults. Federal policy has played a key role in (a) ensuring that students with disabilities are included in schools, (b) requiring schools to meet the unique needs of learners, and (c) providing funding to support the development and implementation of evidence-based practices. Our purpose in this article is to examine the progress and challenges related to the development of federal policy supports for students with EBD, and to offer recommendations to help guide the future development of policy. Specifically, we (a) recognize the important developments of the last 30 years in policy protections and funding for students with EBD, (b) identify current challenges and emerging opportunities in several areas related to the identification and support of students with EBD, and (c) offer policy recommendations related to strengthening the use of the functional assessment and personnel capacity development.

中文翻译：

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联邦政府关于改善情绪和行为障碍学生结局的政策：过去，现在和将来

情绪和行为障碍（EBD）的学生在学业和行为上一直落后于同龄人，他们很可能被排斥在学校之外，辍学的频率更高，成年后的入狱率和其他许多负面结果。联邦政策在以下方面发挥了关键作用：（a）确保将残疾学生纳入学校；（b）要求学校满足学习者的独特需求；（c）提供资金以支持基于证据的开发和实施实践。我们在本文中的目的是研究与为EBD学生提供联邦政策支持有关的进展和挑战，并提供建议以帮助指导政策的未来发展。特别，