Legislation requires that regardless of diability, children removed fro education programming or placements for disciplinary reasons receive appropriate functional behavioral assessment and behavioral intervention services to ensure that the behavioral violation does not reoccur.

One way to use limited resources to make effective and efficient decisions about how and when a student's behavior can be changed.

Students presenting severe behavioral problems in the schools represent only 1 to 5 percent of a school's population, these problems result in more than 50% of the incidents reported in school and consume large amounts of educators' and administrators' time and energy.

Ensure that students from diverse cultures are truly exhibiting emotional/behavioral disorders rather than culturally based behavior.

Implement culturally and linguistically competent assessment procedures.

Recruit professionals of various cultural, ethnic, and linguistic groups.

Provide preservice and inservice training to professionals in modifications of practice that better address the characteristics of students with emotional/behavioral disorders who are from various cultural, ethnic, or linguistic groups.

Create a welcoming climate where students from various cultural, ethnic, and linguistic groups feel valued, respected, and physically and psychologically safe.

Enhance the cultural knowledge base of professionals, clients/students, and the public at large.

Identify replacement behaviors, problem-free times, and potential motivators