Service delivery to students with emotional or behavioral disorders (EBD) has been a persistent challenge. These students are grossly underserved despite state and federal efforts intended to improve the quality of programming. The purpose of this study was to investigate state practices as they relate to the availability and nature of certification requirements. Over half of the states reported the existence of certification in EBD, and an analysis of the nature of certification requirements reflected variability regarding the specificity of skill development necessary to serve as a teacher of students with EBD.
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