This issue commemorates the scholarship published in Behavioral Disorders over the past five decades. The unwavering dedication to the interests of students with emotional/behavioral disorders (EBDs) reflected in the journal’s pages has coincided with considerable variance in approaches to research, respect for participants, and intervention methodology. This article provides a summary of these changes in studies that appeared in Behavioral Disorders between 1975 and 2024. Of the 1,423 identified studies, 59.11% featured an empirical study. Of these, descriptive (52.84%) and single-case design studies (23.71%) appeared most frequently. A closer inspection of participants and methods featured in experimental research revealed greater transparency in terms of demographic variables such as race/ethnicity, with limited progress related to characteristics such as socioeconomic status or English proficiency. Interventions generally emphasized classroom applications of behavioral intervention strategies for children without disabilities. Despite considerable variance across decades, findings suggest recent work has in many ways adjusted to address contemporary emphases on factors such as fidelity and social validity. Implications for the field are discussed following a review of findings.
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