Students with emotional and behavioral disorders (E/BD) receive educational and related services within a continuum of placement options per the Individual with Disabilities Education Act. The continuum of placement options ranges from fully included general education type classrooms to more restrictive environments such as alternative education settings, residential facilities, and schools within secure juvenile justice facilities. A specific placement option is based on the individualized academic and social needs of the student and includes the least restrictive environment to meet those needs. After the IFSP or IEP team develops a student's IFSP or IEP, then the team makes a placement decision. Multiple factors influence initial placement decisions including an overall reluctance to identify students with E/BD, false positives and negatives, co-morbidity, and disproportionality. Other factors may influence a temporary or long-term change in placement such as inappropriate student behavior and/or academic failure. No matter the placement, the educational services provided within each should be evidence-based, implemented with fidelity, be individualized, and be socially valid.
Mathur, S.R. and Jolivette, K. (2012), "Chapter 4 Placement of Students with Emotional and Behavioral Disorders", Bakken, J.P., Obiakor, F.E. and Rotatori, A.F. (Ed.) Behavioral Disorders: Identification, Assessment, and Instruction of Students with EBD (Advances in Special Education, Vol. 22), Emerald Group Publishing Limited, Bingley, pp. 87-105. https://doi.org/10.1108/S0270-4013(2012)0000022007
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