Researchers have recognized the importance of developing an accurate classification system for externalizing disorders, though much of this work has been framed by a priori preferences for categorical vs. dimensional constructs. Newer statistical technologies now allow categorical and dimensional models of psychopathology to be compared…

This study examined the associations of 11 discipline techniques with children's aggressive and anxious behaviors in an international sample of mothers and children from 6 countries and determined whether any significant associations were moderated by mothers' and children's perceived normativeness of the techniques. Participants included 292…

This authoritative volume provides state-of-the-art practices for supporting the approximately 20% of today's K-12 students who have emotional and behavioral disorders (EBD) that hinder school success. Leading experts present evidence-based approaches to screening, progress monitoring, intervention, and instruction within a multi-tiered framework.…

In planning interventions it is essential to understand how adverse risk factors in early childhood are associated with child mental health problems, whether some types of problems can be better explained by the specific risk factors, and whether early risk factors are differently related to different types of child behavior problems. A community…

This study empirically evaluates the Riggs and O'Leary (1989) model of dating violence. A sample of 200 college students completes assessments concerning the occurrence of violence in their dating relationships. The incidence of self-reported partner violence is 25% for women and 10% for men. Multivariate logistic regression analyses are performed…

Eighty-two Head Start preschoolers were assessed with a peer rating measure of sociometric status, the Social Skills Rating System for Teachers (Gresham & Elliott, 1990), an Overt Aggression scale culled from items from the Aggressive Behavior subscale of the CBCL-TRF (Achenbach, 1997), and teacher ratings of relational aggression (Crick,…

This study illustrates a model for progressing from brief behavior assessments to more extended functional analyses. Data are presented for 20 individuals (ages 3-21 years) referred for severe behavior problems including self-injury, aggression, stereotypy, and tantrums. Results showed that clear and replicable response patterns emerged for 85% of…

This article proposes a model for the functional analysis of aggression in school-age children and youth. The model incorporates multimodal data collection and data triangulation to generate credible hypotheses regarding the functions of aggression. Key features include operational definitions of target behaviors, examination of the environmental…

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…

Meeting a growing need among human service and education professionals, this book presents empirically supported guidelines for delivering effective services to 3- to 12-year-olds with aggression and conduct problems. The volume begins by reviewing the characteristics and developmental pathways of children with aggression and conduct problems. The…

The 20 chapters of this book on teaching students with disabilities in inclusive settings are arranged into four parts on curriculum and instruction, assessment, classroom management, and collaboration. Individual chapters and their authors are: (1) "Curriculum Considerations in an Inclusive Environment" (Cynthia D. Warger and Marleen C. Pugach);…