Data suggest that students with emotional and behavioral disorders (EBD) are underidentified and underserved for a variety of reasons. In response to this problem, the authors identify misinformation and provide evidence-based information regarding prevalence; discuss the role of stigma and exclusion from the EBD category and appropriate responses to them; identify and refute negative attitudes toward special education, especially for students with EBD; examine the evidence for false identification; and suggest how research on identification of EBD might be done. Conclusions and recommendations are provided.
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