Research on the academic status of children with emotional and behavioral disorders: A review of the literature from 1961 to 2000

FOR DECADES, RESEARCHERS HAVEdemonstrated that a relationship ex-ists between low academic achieve-ment and problem behavior (Hinshaw, 1992). Although many researchers have tried to determine the causal relationship between the two, the precursor has yet to be determined. However, it has been shown that problem behavior has a nega-tive influence on academic achievement and that underachievement produces con-sequences that foster inappropriate behav-ior (Bower, 1995). Regardless of whether problem behavior causes poor academic performance or vice versa, strong evi-dence suggests that academic under-achievement and problem behavior en-gage in a reciprocal relationship that has a short- and long-term impact on students’ future outcomes. One of the criteria for identifying a stu-dent as having an emotional and behav-ioral disorder (EBD) is whether he or she has an inability to learn that cannot be ex-plained by other factors (Individuals with Disabilities Education Act [IDEA], 1997). A deficit in basic reading, writing, and arithmetic skills, as well as skills related to other content subjects, significantly im-pairs an individual’s ability to function educationally, socially, and emotionally across a variety of domains. Compared to other disability groups, students with EBD have lower graduation rates, lower read-ing and arithmetic scores, and are less likely to attend postsecondary school (Kauffman, 2001). As a result, students with EBD often experience a lifetime of problems in education and employment and are likely to become involved with the criminal justice system at an early ag