Most young people and adolescents with emotional or behavioral disorders (EBD) are noticed by the people around them. It is much easier to identify disturbed 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 negatively affect not only themselves, but also teachers, peers, parents, and others who are involved with the child in some capacity (Gresham, Hunter , Corwin and Fischer, 2013). Although it is easy to recognize the aggressive or withdrawn behaviors displayed by students with EBD, it is difficult to identify the types and causes of their problems, especially from an observational perspective. 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 incorporate familial/environmental causes of EBD. The first question in this examination of the biological factors that cause EBD is: Why do biological factors have such great appeal as explanations of deviant behavior? Biological factors have a special fascination because every 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 drugs make the suggestion of a biological basis for EBD seem reasonable. Also… middle of the paper… faculty in an RTI model. Exceptionalism, 21(1), 19-33.DOI: 10.1080/09362835.2013.750115Hallahan, D.P., Kauffman, J.M., & Pullen, P.C. (2009). Students with emotional or behavioral disorders. In V. Lanigan, A. Reilly, & G. Erb (Eds.), Exceptional students: An introduction to special education (pp. 264-297). Boston, MA: Allyn and Bacon. Kauffman, J. M., & Landrum, T. J. (2013). Biology and Family. In S. D. Dragin & M. B. Finch (Eds.), Characteristics of emotional and behavioral disorders in children and youth (pp. 98–132). Upper Saddle River, NJ: Pearson.Sointu, E.T., Savolainen, H., Lappalainen, K., & Epstein, M.H. (2012). Cross-parent, teacher, and student agreement on behavioral and emotional strengths: Students with and without special education support. Journal of Child and Family Studies, 21(1), 682-690.DOI: 10.1007/s10826-011-9520-x