In assessing the prospects for the future of the field of behavioral disorders, we examine our current knowledge base related to two critical areas: (1) early intervention for prevention and (2) inclusion and the preparation of teachers. We consider these against the backdrop of two issues that have limited our progress: (1) establishing appropriate expectations and realistic outcomes for students with emotional and behavioral disorders and (2) the changing relationship between science and education. We conclude with several suggestions for directions in which movement may hold promise for the future of our field. In particular, we call for action based upon our current knowledge and increased attention to scientific, data-based decision making in the areas of early intervention, teacher preparation, and the establishment of realistic expectations.
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