The Effects of Differential Labeling on Professional Concepts and Attitudes toward the Emotionally Disturbed/Behaviorally Disordered

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Abstract
An investigation was undertaken to ascertain whether preservice and inservice educators' perceptions of the emotionally disturbed/behaviorally disordered would be influenced within a multidimensional framework by differentially labeling the target group. The results strongly suggest that the ED/BD categorical label was a significant factor in the mainstreaming potential, overall life chances, and educability for each target group.