The aim of this study is to determine the discriminating special needs characteristics of children with emotional and behavioral disorders (EBD) that predict restrictiveness of placement in special education. The focus is on dynamic factors instead of static factors. To this end, 235 children with EBD in special schools and 111 children with EBD in regular education were compared in terms of behavioral, emotional, academic, and environmental variables. Measurements used were the Child Behavior Checklist and Teacher’s Report Form, information in the children’s assessment reports, and the Dutch Family Home Environment Scale. In a logistic regression analysis, eight variables were found to be relevant predictors for placement in special schools instead of regular education. Relational problems between child and caregiver, academic performance, and the age at which the child received youth care for the first time were identified as the three predictors that could most affect the inclusion of children with EBD in regular education. Implications of these findings for future research and practice are discussed.
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