Children and youth exhibiting serious emotional, behavioral, and interpersonal problems create substantial challenges for schools, teachers, their parents, and other students. Stu-dents having these characteristics are often underserved or unserved by educational and mental health systems in the United States. Recent prevalence rates for children served as emotionally disturbed (ED) under the Individuals With Disabilities Education Act is less than 1 percent although over 20 percent of the school population could qualify for a psychi-atric diagnosis. A major reason for the underservice of children as ED lies in the federal definition of emotional disturbance which is nebulous, often illogical, and self-contradic-tory. An alternative approach to ED identification based on a student's response to an evi-dence-based intervention is proposed in this article. Response to intervention is defined and described along with methods and procedures for quantifying whether or not a student shows an adequate or inadequate response to an evidence-based intervention implemented with integrity. Serious emotional, behavioral, and social difficulties exhibited by chil-dren and youth result in substantial challenges to schools, teachers, par-ents, and their peers. These challenges cut across disciplinary, instructional, and interpersonal domains and often can create chaotic school and class-room environments. A particularly disturbing finding is that students ex-hibiting severe emotional and behavioral challenges are either underserved or unserved by educational and mental health systems in the United States
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