Analyses of special education services for students with Emotional and Behavioral Disorders (EBD) conducted prior to and after the passage of the Education for All Handicapped Children Act (Public Law 94-142) pointed to significant short comings in service provision such as high rates of segregated placement and poorly prepared personnel. In 1991, a group of leading scholars in the field (the Peacock Hill Working Group) published a set of recommendations to improve practices for students with EBD and summarized what at the time were current research-based strategies. Unfortunately, the field has failed to consistently adopt recommended practices and the in-school and postsecondary outcomes among students with EBD continue to show minimal improvements. Recently, a group of researchers, teacher trainers, and policy makers convened to discuss past and present work in the field and proposed a set of guiding principles and recommendations building on past seminal work. This article provides a context and overview of the group’s work and brief summaries of the five articles that make up this special issue.

中文翻译：

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孔雀山工作组“问题与承诺”三个十年以后：The Creek Bend联合会特刊简介

对《全民残障儿童教育法》（第94-142号公共法）通过之前和之后为患有情感和行为障碍（EBD）的学生提供的特殊教育服务的分析指出，服务提供方面存在重大缺陷，例如安置分散，人员准备不足。1991年，该领域的领先学者小组（孔雀山工作组）发表了一系列建议，以改善EBD学生的实践，并总结了当时基于研究的策略。不幸的是，该领域未能始终如一地采用推荐的做法，而患有EBD的学生在学校和中学后的成绩继续显示出最小的进步。最近，一群研究人员，教师培训师，决策者召集起来讨论该领域过去和现在的工作，并根据过去的开创性工作提出了一套指导原则和建议。本文提供了该小组工作的背景和概述，以及构成此特刊的五篇文章的简要摘要。