| Abstract: | For over 40 years, the special education category Emotional Disturbance (ED) has elicited considerable confusion and controversy for educators. Perhaps most notably, the federal ED definition has been assailed for its inclusion of vague, construct‐laden terminology, coupled with a general lack of clarity or guidance. In this article, we review the salient issues that have surrounded ED since it was first recognized as a disability category under P.L. 94–142 (i.e., the Education for All Handicapped Children Act). Additionally, we offer guidance that is intended to promote responsible and defensible assessment practices, as well as assist school psychologists and other educational professionals to avoid potential clinical judgment errors that may otherwise cloud the eligibility determination process. To conclude, we advocate for comprehensive assessment practices that are conducted in accordance with ethical standards that govern the field of school psychology, and are underpinned by scientific principles with the intent of accurately identifying as well as optimally serving students who are considered for the ED category. |
