The social information-processing skills of 16 aggressive and 19 nonaggressive men with borderline-to-moderate mental retardation were examined. The two groups did not differ in their ability to generate multiple solutions or provide appropriate responses. K. Dodge's social information-processing model is considered. (Author/SW)

Factors associated with antisocial and aggressive behaviors in the schools are considered. Past practices are contrasted with emerging approaches to opposing aggression, including primary, secondary, and tertiary prevention. The need for comprehensive intervention, the current policy of inclusion, and changing school personnel preparation…

Discusses strategies for preventing and responding to aggression among students with Asperger's syndrome, including structuring the environment for social success, cognitive behavior-modification, behavioral contracts, social stories, scripts and autopsies, and traditional behavioral consequences. Examples of a social story, social script, and…

Examined differences in reactions to children's aggressive play of mothers with aggressive or nonaggressive preschoolers. Found that mothers of aggressive preschoolers were more likely than other mothers to stop aggressive play, make value judgments, withdraw when aggressive play occurred, and make no effort to join or modulate the play. Findings…

The impact of a training program to help staff prevent and effectively manage aggressive behavior was assessed with 109 staff members who worked in services for persons with developmental disabilities. Instruction in distraction, defusion, and nonaggressive physical intervention strategies was provided. The training significantly improved…

Evaluation of a 16-session group intervention for reducing inappropriately expressed anger (as aggression) in 25 individuals with intellectual disabilities found a reduction in expressed anger and measured levels of depression. Reductions in expressed anger were maintained at 6 and 12 months follow-up, although scores on the depression scale…

The efficacy of noncontingent reinforcement with variable-time (VT) schedules was evaluated by comparing the effects of VT and fixed-time (FT) reinforcement schedules with two individuals with moderate to severe mental retardation and severe behavior problems. Both VT and FT schedules were effective in reducing problem behavior. (Contains…

Asserts that teasing and bullying are hurtful to children physically and emotionally, and can seriously affect the child who does the teasing or bullying, the child who is teased or bullied, and bystanders who see it happening. Offers suggestions for Head Start to take positive action to address this behavior before it takes root and grows. (SD)

Effects of extinction and negative reinforcement on latency of responses (including aggression and self-injurious behavior) following activity requests to an adolescent girl with mental retardation and autism were evaluated. Results showed that latencies occurred in a predictable order. The response class was expanded to include an appropriate…

Because bullying affects school climate, schools and parents must address it by collaboratively developing guidelines for zero tolerance, effective monitoring, well-publicized consequences, and supports for the parents of both victims and aggressors. (SK)

Notes the shift in bullying behavior to more vicious, violent acts. Explores factors contributing to this behavior, how some schools fail to address the problem, and steps parents can take to keep their child safe and to work with schools to prevent aggressive behavior. (HTH)

Objective: The objective of this follow-up study was to assess the long-term effects of clinical infant home-visiting services on child outcomes at school entry. Method: Participants were 63 five-year-olds from low-income families, half of whom were referred to parent-infant home-visiting services during the first 18 months of life due to concerns…

This study compared processes in individual and group psychotherapy for 51 aggressive boys, measured via the Client Behavior System (C. E. Hill & K. M. O'Brien, 1999), and their 51 therapists, measured via the Helping Skills System (C. E. Hill & K. M. O'Brien, 1999). It explored the pattern of growth of each behavior as well as the relation…

This article describes a school-based study designed to promote social competence and reduce aggressive behavior by strengthening children's skills in processing social information and regulating emotions. Three successive cohorts of 3rd graders (N = 548) from 2 schools participated. In 2000-2001, children received a routine health curriculum; in…

This report summarizes evaluation results for AISD's federally-funded Title IV safe and drug-free schools program activities for the 2007-2008 school year.