In this investigation we examined the career intentions of 96 teachers of students with emotional and behavioral disorders. results indicated that 36.5% of the sample planned to leave the field during the upcoming year, and 10.4% were unsure about their future career plans. we found that “potential leavers” were not distinguished from “stayers” by personal characteristics such as experience, training, or competency, but by variables related to the organizational structure of the school setting, such as the type of service delivery model in which they worked, the adequacy of support, and the time available for developing curricula and completing paperwork. we discuss these findings in light of recent literature that has linked teacher motivation and commitment to the working conditions in today's schools.

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Selected results of a national survey of 126 school districts with services for behaviorally disordered children and youth are presented and contrasted with the earlier findings of a similar study by Morse, Cutler, and Fink (1964). Specific comparisons are made regarding (a) program goals, aims, and philosophy, (b. service delivery, (c) the role of the teacher, and (d) entrance and exit procedures. Differences between the two studies were found in the level and types of services provided to behaviorally disordered students and the theoretical orientations used within classrooms. Similarities appeared in the general aims and goals of these programs, the role of the teacher in their operation, and the degree of formalization (or lack thereof) of entrance and exit procedures to these programs.

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In a previous article, a conceptual scheme for describing and evaluating programs in behavioral disorders was presented. Using instrumentation based on that conceptual scheme, 145 special education administrators in 27 states were surveyed about current educational practices in public school programs for children with behavioral disorders. Results of the survey are presented under four broad headings: student identification practices, service delivery, student exit procedures, and program evaluation practices. Findings indicate that student identification procedures appear to be fairly well developed within programs, while student exit and evaluation practices are less formalized. Curriculum and behavior intervention practices vary widely within and across districts, although the emphasis is on changing students' behavior performance. A discussion of the “state of the art” in educational practices is presented.