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This chapter summarizes issues related to the accurate and timely identification of students with emotional and/or behavioral disorders (EBDs) as well as identifying need, planning interventions, and monitoring outcomes. First, we describe ongoing issues and concerns with accurate (e.g., minimization of false positives and false negatives) and timely (e.g., improved service delivery by being more responsive to students in need of special education) identification of students with emotional disturbance (ED). ¹ Next, we describe general assessment methods and considerations that may contribute to improved service delivery. We close this chapter with a discussion of the critical role that accurate and timely identification plays in the provision of opportunity and the attainment of free appropriate public education (FAPE) mandates.

Acts of mass violence are not a new phenomenon in the United States. Law enforcement and homeland security officials prepare, prevent, respond, investigate, and assist in prosecuting offenders in these events. How then can the greater homeland security community effectively avert future acts of mass violence with its even broader mission set? Physical and technological security countermeasures are not enough to prevent these types of incidents from occurring. The purpose of this chapter is to briefly give an overview of some of the research into the indicators and traits exhibited by perpetrators of mass violence and the best practices that have evolved to intervene as a result. Recognizing the common traits and behaviors displayed by past attackers, their surrounding influences and the common traumas most of them have experienced, is an essential first step in developing effective strategies to prevent acts of mass violence.

Using data on children under three years of age from the 2003 National Survey of Children's Health (n=16,953), this study uses logistic regression to identify the presence of disparities in the use of habilitative therapy (physical therapy, occupational therapy, and speech therapy) among all children, strong candidates for therapy due to physical or developmental issues, and children for whom there is a parental concern about speech. Region of residence emerges as a source of disparity: (1) Children in the South exhibit consistently low levels of therapy use, and (2) children with speech concerns in all regions of the country outside the Northeast are less likely to use therapists than children in the Northeast. Other variables gaining significance include age of child, gender, race, presence in a nuclear family, and insurance status, though the influence of these variables is not consistent.