Discusses behavior management of confrontational situations in the classroom, including prevention, defusion, and follow-up. Strategies for defusion are suggested, such as focusing on the task rather than the attention-getting behavior, presenting options privately, reducing agitation, preteaching and presenting choices to establish limits, and…

Examined parents' emotional responses to aggression and social withdrawal in early childhood, beliefs about the causes of problematic social behaviors, and strategies for responding to aggression and withdrawal. Considered variation in parental beliefs as a function of child sex and differences between mothers and fathers. (RH)

This study investigated behavior problems in 66 school-aged physically abused, neglected, and control group children in the Basque Country, Spain. Abused and neglected children had higher subscale scores for social problems, delinquent behavior, and attention problems and showed lower school adjustment. Neglected children appeared more aggressive,…

Autonomic reactivity to cognitive stress was assessed in 10-year-old boys who were rated as either disruptive (n=18), anxious-disrupted (n=18), or not disruptive or anxious (n=15). Electrodermal activity, cardiac reactivity, and muscle tension were higher during a mental arithmetic stress task for the anxious-disruptive group. (Author/SW)

Examined the link between different forms of family aggression and children's symptoms of psychopathology through interviews with 365 mothers and 1 of each mother's children between the ages of 6 and 12. Found that although domestic violence predicted children's general psychopathology, little evidence was uncovered for the presence of specific…

Reports on two studies examining the nature of peer group bullying among Australian primary school children ages five through seven years. The first study surveyed 631 children to understand the nature and effects of bullying. In the second study, 76 children were individually interviewed regarding their social problem-solving capacities. (MM)

This article describes a model that deals with classroom behavior problems by incorporating contextual or setting events with traditional learning theory models. The paper discusses examples of setting events that affect children's aggression, ways to assess the effects of setting events on student behavior, and ways in which teachers can…

This article reviews research indicating that teachers' behavior is negatively affected by disruptive and aggressive responses of students with emotional/behavior disorders. It presents strategies to reduce classroom aversiveness, to reduce students' need to escape or avoid instruction through aggressive or disruptive responses, and thereby…

Teachers need to be trained in skills for coping with increasing conflict and aggression in the classroom. Specifically, they need to be able to (1) teach social problem solving and conflict resolution skills; (2) implement verbal and nonverbal intervention techniques; and (3) physically intervene, when necessary, to protect all concerned.…

Data analyses on 3,346 parents with a minor child living at home found that 63 percent reported one or more instances of verbal aggression. Children (of both sexes and all ages) who experienced this frequently exhibited higher rates of physical aggression, delinquency, and interpersonal problems than other children. (BRM)

University women (N=277) completed questionnaires providing retrospective reports of childhood abuse. History of psychological abuse was uniquely associated with low self-esteem, physical abuse was linked to aggression toward others, sexual abuse was related to maladaptive sexual behavior, and physical and emotional abuse together resulted in…

Four individuals (ages 5-21) with severe mental retardation and autism were administered Naltrexone. Results indicated a reduction in such symptoms as hyperactivity, aggressiveness, self-injurious behavior, stereotyped behaviors; and promotion of positive social behaviors. Intermittent administration at low doses seemed more beneficial than more…

Reviews the research on the efficacy of prevention and intervention programs for aggressive behavior among preschoolers who are otherwise typically developing. Summarizes some key characteristics of 17 studies: (1) model/treatment focus; (2) target sample; (3) design; (4) reliability; (5) treatment description; (6) duration and follow-up; and (7)…

Presents information on 24 and 34 months of successful treatment with Risperidone of a young woman and young man with autism and profound mental retardation. Treatment with Risperidone resulted in positive changes for aggressive, self-injurious, and anti-social behavior. After treatment, subjects were able to participate in social activities. (CR)

Reviews four types of evidence from published literature that supports the conclusion that grouping deviant youth for treatment may produce unintended, harmful effects. Recommends a research agenda designed to help clinicians provide the highest level of care for children and adolescents with behavior problems. (Author/MKA)