Coping Power (CP) is a preventive intervention that focuses on reducing child externalizing problems. Although it is typically delivered in a group format (GCP), individually-delivered CP (ICP) has produced greater mean reductions in externalizing problems. However, standard analysis of randomized trials loses individual-level information…

Fritz Redl (1902-1988) originated the life space model of therapeutic intervention with children who display angry and defiant behavior. His methods were honed by decades of direct work with highly aggressive youth. Redl observed that the same surface behavior could spring from very different underlying problems, thus requiring different…

Counteraggression is discussed as a biological function or survival instinct that escalates violence in schools. Expands Fritz Redl's explanation of underlying reasons why staff dealing with delinquent youth become counteraggressive. Preventing or controlling counteraggressive behavior through analysis of the reasons behind the reaction can help…

This literature review of family factors associated with externalizing behavior disorders such as hyperactivity and aggression in preschoolers found that: (1) preschoolers with externalizing disorders had families who were more likely than comparison families to have at least one type of negative characteristic; and (2) family characteristics were…

Compared child outpatients with diagnoses for both conduct disorder (CD) and attention deficit disorder with hyperactivity (ADD/H) with children with CD but no ADD/H. Children with both CD and ADD/H exhibited more physical aggression and a greater variety and severity of antisocial behaviors despite their younger age at time of referral than did…

Medical evaluation of 316 children, mean age 6 years, found 39 perpetrators of sexual abuse were less than 16 years old and 15 were between 16 and 19. Young aggressors were more likely to abuse older female children. Adolescent aggressors appeared to engage in more genital/genital and genital/anal sexual abuse than older aggressors. (Author/DB)

A group-administered interview was administered in 16 third- through sixth-grade classes (n=406) including 20 students with emotional and behavioral disorders (EBD). Although boys with EBD were assessed by peers as significantly higher in aggression and disruption and lower in cooperation than general education boys, they tended to associate with…

This paper summarizes brief functional assessments of 79 cases of people with developmental disabilities and self-injurious, aggressive, stereotypic, or other aberrant behavior. Outcomes were evaluated across three variables: (1) referring topography, (2) control over behavior, and (3) the identified maintaining conditions for aberrant behavior.…

Education professionals consistently rank disruptive/aggressive student behavior as persistent and troubling, reporting various types of maladaptive behaviors ranging from talking out in class to assault. Researchers suggest that childhood aggression accounts for a high proportion of the referrals to special education for emotional and behavioral…

This videotape recording and accompanying program manual are intended to provide a review of current knowledge about defiance in children, a behavior pattern that research suggests may be increasing in prevalence and that is a known precursor to serious disorders such as oppositional defiant disorder (ODD) and conduct disorder. The manual provides…

Direct observation and sequential analytic techniques were used to analyze rates, antecedents, and predictive sequences of aggressive behavior for 28 elementary school-aged children with emotional/behavioral disorders. Results indicated that low rates of positive social interactions characterized the daily classroom ecology of students displaying…

Two studies with four adolescents with behavior disorders investigated the relationship between antecedent events and aggressive behavior in school and home settings. The use of videotape recordings and behavioral rehearsal of alternative responses resulted in decreases in the frequency of aggressive behavior and associated antecedent events. (DB)

This article provides an analysis of the current knowledge base of social skills training (SST) with students with, or at risk for, Emotional and Behavioral Disorders (EBD). This knowledge base is evaluated with respect to issues regarding construct, internal, external, and social validity of the SST literature. Research syntheses investigating…

This videotape and accompanying manual are intended to provide a review of current knowledge about the management of defiance in children, a common behavior pattern which may be increasing in prevalence and is a known precursor to such serious disorders as oppositional defiant disorder (ODD) and conduct disorder. The first section of the manual…