A conceptual model of behavior disorders provides an organized perspective for understanding and delivering education to students with behavioral disorders. The psychoeducational, behavioral, and ecological models are today the three most prominent ones. This article briefly reviews each model's assumptions about and its implications for dealing with behavior disorders. Then, models are compared with respect to how they explain the nature of behavior disorders, guide intervention, and address the scientific approach to behavior disorders. Recent developments in models and implications for each model are also discussed.
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