Future Directions for Research to Improve Outcomes for Students with Emotional and Behavioral Disorders - Technical Working Group Meeting Summary

Oct 15, 2026

Meeting summary documenting a Technical Working Group convened by the National Center for Special Education Research (NCSER) within the Institute of Education Sciences on November 16, 2017. The discussion focused on what is known and what remains to be learned about academic, social, and emotional needs of students with emotional and behavioral disorders, including differing policy and practice considerations for elementary and secondary students. The report synthesizes panel dialogue and each member’s top-priority recommendations for advancing EBD research.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

A National Perspective on Students with EBD

Background characteristics

Engagement

Academic supports

Preparation for life after high school

Future Directions for Research to Improve Outcomes for Students with Emotional and Behavioral Disorders Technical Working Group Meeting Summary National Center for Special Education Research Institute of Education Sciences Potomac Center Plaza 550 12th Street, SW, Washington, DC November 16, 2017 This meeting summary was prepared by Ann M. Thompson, Chandra Keller-Allen, and Nancy Tuvesson, Rose Li and Associates, Inc., under contract to the National Center for Special Education Research, Institute of Education Sciences, U.S. Department of Education. This summary was edited by IES staff for clarity and consistency. Technical Working Group members were allowed to review and comment on the summary, and their corrections were incorporated. The views expressed in this document reflect both individual and collective opinions of the meeting participants and not necessarily those of the U.S. Department of Education. TECHNICAL WORKING GROUPS MEMBERS Peña Lasiste Bedesem, Kent State University Associate Professor Elizabeth Bettini, Boston University Assistant Professor Karen Bierman, Pennsylvania State University Evan Pugh Professor of Psychology and Human Development and Family Studies; Director of the Child Study Center Allison Bruhn, University of Iowa Associate Professor of Special Education Jason Chow, Virginia Commonwealth University Assistant Professor, Department of Counseling and Special Education; Affiliate Faculty, Psychology Department, Co-Director of the Cognition and Learning Lab Andy Frey, University of Louisville Professor, School of Social Work Lee Kern, Lehigh University Professor of Special Education and Director of the Center for Promoting Research to Practice Tim Lewis, University of Missouri Professor of Special Education Kent McIntosh, University of Oregon Professor of Special Education Nicole Nakayama, Springfield Public Schools, Oregon School Psychologist Alina Rodriguez, Miami-Dade Schools Administrator Stephen W. Smith, University of Florida Professor and University Term Professor of Special Education Elizabeth Stormshak, University of Oregon Knight Chair, Professor in the Department of Counseling Psychology and Human Services, Director of the Prevention Science Institute Jesse Suter, University of Vermont Research Associate Professor and Interim Executive Director, Center on Disability and Community Inclusion, College of Education and Social Services Alex Trout, University of Nebraska-Lincoln Research Professor and Co-Director at the Academy for Child and Family Well Being Joe Wehby, Vanderbilt University Associate Professor and Chair, Department of Special Education, Peabody College of Education and Human Development Imad Zaheer, Montclair State University Director for the Clinic for Evidence-based Practices in Schools Ruth Ryder, Office of Special Education Programs, OSERS Acting Director Jackie Buckley, National Center for Special Education Research, IES Program Officer Emily Doolittle, National Center for Education Research, IES Program Officer Joan McLaughlin, National Center for Special Education Research, IES Commissioner INTRODUCTION On November 16, 2017, the National Center for Special Education Research (NCSER) in the Institute of Education Sciences (IES) convened a Technical Working Group (TWG) that consisted of a group of experts (TWG members) to gain insights and advice on improving outcomes of students with emotional and behavioral disorders (EBD) through research (see Appendix A for agenda) . The discussion followed four topics of inquiry: 1. What do we know―and need to know―about academic, social, and emotional needs of students with EBD? 2. What do we know―and need to know―about policies, programs, and practices for elementary students with EBD? 3. What do we know―and need to know―about policies, programs, and practices for secondary students with EBD? 4. What is needed to advance

FAQs

What was the purpose of the November 16, 2017 Technical Working Group meeting?

The meeting sought expert insights and advice on improving outcomes for students with emotional and behavioral disorders through research, organizing discussion around specific research needs and priorities.

What four inquiry topics guided the discussion?

The group discussed (1) academic, social, and emotional needs of students with EBD, (2) policies, programs, and practices for elementary students with EBD, (3) similar considerations for secondary students with EBD, and (4) what is needed to advance EBD research.

How does the report frame key national findings about students with emotional disturbance (EBD)?

It provides contextual findings, including socioeconomic disadvantage, patterns of engagement and difficulties, availability of academic supports outside regular school hours, and considerations for preparation after high school.

Oct 15, 2026

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