Early problem behavior is highly related to successful school experiences (Gresham, Lane, & Lambros, 2000; Lyman, 1996). Children who evidence problem behavior at school are likely to struggle early, often, and throughout their school careers (Patterson, 1982; Walker, Colvin, & Ramsey, 1995). It is for this reason that practitioners, policy makers, and researchers have become interested in identifying risk factors for emotional and behavioral disorders (E/BD). Indeed, Forness (2003) noted the importance of a developmental psychopathology approach to special education particularly with respect to understanding and treating children with E/BD. He stated that the primary value is in its emphasis on early detection and prevention of disorders, and acknowledging the early trajectories that children establish as they begin to evidence E/BD. Forness suggested that special educators begin to use the science from developmental psychopathology such as information on childhood factors that place children at risk for E/BD in designing assessment tools for screening and intervention planning. The study of risk factors is part of a relatively new discipline of developmental psychopathology that "represents a movement toward comprehending the causes and determinants, course, sequelae, and treatment of childhood disorders" (Cicchetti & Toth, 1995, p. 373). Risk factors are those variables that when present in a child, increase the likelihood that the child will subsequently evidence E/BD. A risk factor approach is based on the belief that significant exposure to key risk factors is associated with negative, long-term life outcomes (Patterson, Reid, & Dishion, 1992). Empirical evidence suggests that this process likely operates in the following manner: (a) children and youth are exposed to a host of risk factors over time (e.g., family problems, child neglect/abuse); (b) risk factors are associated with the development of maladaptive behaviors (e.g., restlessness, overactivity, aggression); (c) short-term outcomes include truancy, peer and teacher rejection, low academic achievement, and school discipline contacts and referrals; and (d) these short-term outcomes, in turn, are predictive of much more serious, long-term outcomes (e.g., E/BD, school failure, and dropout; Cicchetti & Nurcombe, 1993).
