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It is important to also note the contemporary critique of these categories. There is a growing literature that questions the ways in which children and young people are being diagnosed with behavior disorders such as ADHD. See the futher reading below.Vharwood 04:57, 27 April 2007 (UTC)
I think that allowing so much space for behavioural approaches to EBD is a mistake. There is a large body of work that suggests practices informed by attachment theory are far more effecive when working with children who suffer from EBD. Eg Geddes’ simple but powerful premise: “behaviour has meaning”, and “The relationship between teacher and pupil is fraught with meaning. It is a relationship which is imbued with attachment significance and affected by unconscious processes.", or Perry and Szalavitz: “We need to recognise that our current policies and practices do not put relationships first.” likewise Bombèr: “Their key role is to form a relationship with the child.” —Preceding unsigned comment added by 184.108.40.206 (talk) 23:49, 10 July 2010 (UTC)
To make this page more relevant, I suggest adding information about the 5 models of EBD and possibly linking them to their own separate pages. The 5 models include: Biophysical, Psychodynamic, Cognitive, Behavioral, and Ecological. — Preceding unsigned comment added by Eford5 (talk • contribs) 14:30, 14 April 2011 (UTC)
THat's fine, but there's still no citations. Moreover, there seems to be a lack of reliable sources, no mention of special education and many generalities. Jimsteele9999 (talk) 16:33, 23 April 2011 (UTC)
As I edit it, I will continue to add the references and citations. The first source I used is a text book for Emotional and Behavioral Disorders which is highly reliable and full of much information on the five models. Feel free to add/delete anything I put and read the text book I have referenced. It's very interesting information.Eford5 (talk) 23:39, 26 April 2011 (UTC)