Addressing the Research to Practice Gap for Educating Students with Emotional and/or Behavioral Disorders

In the United States, children and youth who experience emotional and/or behavioral challenges may be eligible for special education and related services within the category of emotional disturbance (ED) under the Individuals with Disabilities Education Act (IDEA). Despite the availability of a wide range of evidence-based practices (EBP) to support students with or at risk for emotional or behavioral problems, there is a long-standing disconnect between what is known to be effective and what is provided in practice. This break between evidence and practice, referred to as the research-to- practice gap, has been the source of persistent challenges in effectively meeting the needs of these students and maximizing their educational outcomes. Accordingly, this chapter provides an overview of EBPs that address emotional and behavioral disorders, explains conditions surrounding limited implementation of EBPs, describes how implementation science provides a promising pathway for bridging the research-to-practice gap, and offers recommendations for moving forward and shares exemplars that demonstrate how policy and research can be leveraged to improve practice and narrow this gap.