This study assessed the state of educational law, standards, resources, and interventions for students with behavior disorders in Canada. Data were primarily gathered through a mail survey of 12 provincial and territorial departments of education. Definitions for behavior disorder are presented, as used by each province. Prevalence figures, labels and terminology used, services available, standards (such as maximum number of students per class and resource teacher caseloads), eligibility for services, reintegration criteria, and figures on successful mainstreaming are also given for each province. Assessment techniques, funding, and special teacher training requirements are discussed. Changes in government policies toward behaviorally disordered students since 1981 are examined. Recommendations are offered in the areas of personnel, research, and organization of services. (PB)