The emphasis or focus of a professional association often shifts imperceptibly over time in ways that neither its membership nor its leadership seems able to recognize until pivotal events compel it to do so. The historical shift from psychodynamic to behavioral approaches in special education for children with emotional or behavioral disorders began just about a half century ago and largely coincided with the formation of its primary professional association, the Council for Children with Behavioral Disorders (CCBD), a subdivision of the Council for Exceptional Children (CEC). That CCBD's 50th Anniversary also seems to coincide with the fact that its recent loss of membership has now slipped to a level below 50% is unfortunate. The coincidence of these two pivotal events, however, is fortuitous. CCBD leadership has responded by convening a research group of distinguished members to assess its current focus. Their efforts involved individual interviews, a large survey, and focus groups, and Alec Peck and his colleagues (2012) should be both thanked and congratulated for their dispassionate and effective presentation of the results. It is hazardous to summarize their complex findings in a sentence or two, but this author was struck by the tension between those fostering a continued emphasis on traditional constituency of children with behavioral disorders who need special education and those suggesting a slight broadening of focus to encompass children with "emotional" or behavioral disorders needing special education. In this article, Forness intends to lay out two issues that one may need to consider going forward in developing a new emphasis for the field: (1) comorbidity in mental health or psychiatric disorders that complicate what is traditionally considered to be behavioral disorders; and (2) recent evidence on collaborative interdisciplinary treatment for these psychiatric disorders. He concludes with some suggestions for interdisciplinary collaboration and professional development.