Most young people and adolescents suffering from emotional or behavioral disorders (EBD) are noticed by those around them. It is much easier to identify disordered behaviors than to define and classify their types and causes. Children with EBD experience a significant number of academic, behavioral, and interpersonal challenges that can harm not only themselves, but also teachers, peers, parents, and others involved with the child to some extent. (Gresham, Hunter, Corwin and Fischer). , 2013). Although it is easy to recognize aggressive or withdrawn behaviors exhibited by students with EBD, it is difficult to identify the types and causes of their problems, especially from the perspective of observation alone. The causes of these problems are essentially unknown, but are believed to involve thoughts, feelings, and perceptions. The purpose of this article is to answer relevant questions regarding the causes of EBD which are often biological or familial in origin. The first set of five questions addressed in this article are associated with biological causes; the second set of five questions will integrate familial and environmental causes of EBD. The first question in this review of biological factors causing EBD is: Why do biological factors have such appeal as explanations for deviant behavior? Biological factors have particular appeal because all behavior involves biochemical and neurological activity. Behaviors and emotions are influenced by genetic, neurological or biochemical factors, or a combination of these. Kauffman and Landrum (2013) explain that advances in genetics, physiology, and medical technologies such as imaging and medications make it reasonable to suggest a biological basis for EBD. Further...... middle of paper ......ficulted into an RTI model. Exceptionality, 21(1), 19-33.DOI: 10.1080/09362835.2013.750115Hallahan, DP, Kauffman, JM, and Pullen, PC (2009). Learners with emotional or behavioral disorders. In V. Lanigan, A. Reilly, & G. Erb (Eds.), Exceptional learners: An introduction to special education (pp. 264-297). Boston, MA: Allyn and Bacon. Kauffman, J.M. and Landrum, T.J. (2013). Biology and family. In SD Dragin & MB Finch (Eds.), Characteristics of emotional and behavioral disorders in children and youth (pp. 98–132). Upper Saddle River, NJ: Pearson. Sointu, ET, Savolainen, H., Lappalainen, K. and Epstein, MH (2012). Parent, teacher, and student cross-agreement on behavioral and emotional strengths: students with and without specialized educational support. Journal of Child and Family Studies, 21(1), 682-690.DOI: 10.1007/s10826-011-9520-x