Emotional and behavioral disorders in the new millennium: The future is now

In assessing the prospects for the future of the field of behavioral disord ers, 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 realis tic outcomes for students with emotional and behavioral disorders and (2) t he changing relationship between science and education. We conclude with se veral suggestions for directions in which movement may hold promise for the future of our field. In particular, we call for action based upon our curr ent knowledge and increased attention to scientific, data-based decision ma king in the areas of early intervention, teacher preparation, and the estab lishment of realistic expectations.