Youth exhibiting externalizing behaviors are more likely to be identified as having:

Youth exhibiting externalizing behaviors, such as aggression, hyperactivity, or defiance, are more likely to be identified as having Emotional Disturbance (ED). This classification is specifically associated with difficulties in emotional regulation and can manifest through observable behaviors that disrupt their social and educational experiences.

Emotional Disturbance encompasses conditions that can significantly impact a child's ability to learn and interact with others. These behaviors often lead to a predominance in identifying these youth for special education services. In contrast, the other options relate to different types of challenges. Learning disabilities generally involve difficulties in acquiring academic skills rather than behavioral issues. Attention disorders, while they can relate to externalizing behaviors, are more specifically tied to issues with focus and impulse control, and do not encompass the full range of emotional disturbances. Intellectual disabilities relate to cognitive functioning deficits rather than external behaviors. Thus, when considering the context of externalizing behaviors, the identification of Emotional Disturbance aligns most closely with the observed behaviors.