A literature review found behavioral side effects occurred for 13% of 446 individuals with mental retardation who were prescribed benzodiazepine for either behavioral or psychiatric conditions (n=138, 17.4%), epilepsy (n=20, 15.4%), or other medical conditions such as myoclonus or cerebral palsy (n=100, 2%). Implications of nonrecognition are…

According to a study of second and third grade students (N=108), the best predictor for physical aggressive behavior, when sex, social class, and language were considered, appeared to be language immaturity. Results also indicated that verbal aggression may be associated with language maturity. (JD)

Describes how, with special precautions and structured programing, severely handicapped students who show signs of aggression and noncompliance can be prepared to participate in vocational/community-based programs located in the community. Discusses compliance training and suggests strategies to help reduce aggression during on-the-job training…

Examines persuaders' decision processes activated by receivers' resistance, specifically the roles of friendliness and intensity of resistance on persuaders' verbal aggressiveness. Finds higher average verbal aggressiveness associated with unfriendly resistance, and a more rapid move to verbal aggressiveness associated with stronger resistance.…

Consistent with results of research with toddlers, abused preschoolers exhibited more inappropriate responses toward distressed peers, and were more likely to cause distress of peers, than were nonabused peers. Inappropriate responses of abused children persist beyond toddlerhood, despite experiences with nonabusive caregivers and nonabused peers.…

Evaluated impact of methylphenidate on social behavior in 25 boys with attention deficit-hyperactivity disorder (ADHD). Compared children given placebo, low, and moderate dosages of methylphenidate and 15 boys without problems in attention and behavior during naturalistic summer research program. Medication decreased noncompliance and physical and…

Proposes a cognitive-neoassociationistic model to account for the effects of negative affect on the development of angry feelings and the display of emotional aggression. Summarizes psychological studies that indicate that attention to one's negative feelings can lead to a regulation of the overt effects of the negative affect. (FMW)

A six-year study investigated relationships between individual development and: (1) changes in aggressive expression; (2) continuities of aggressive behavior in girls and boys; and (3) convergence between self-concepts and social attributions of others in ontogeny. Participants were 220 fourth grade students who were followed from childhood…

Examined behavioral, cognitive, and demographic factors associated with early school dropout in 475 seventh graders. Clusters of students most vulnerable to early school dropout were characterized by high levels of aggressiveness and low levels of academic performance. (RJC)

This study tested the hypothesis that aggressive children attach more value to rewarding outcomes of aggression and less to negative outcomes than do nonaggressive children. Sex differences in outcome values were also examined. (PCB)

Examined relationship between social interactional patterns of behavior and problem-solving outcome in 125 two-parent families with son in grade 4, 7, or 10. Subjects attempted to solve own family problems in laboratory, with interactions being observed and scored. Negative emotional patterns were negatively associated with good problem-solving…

Reports a study focusing on the relationship between frequency of exposure to sexually explicit magazines and the frequency of sexual and hostile-aggressive fantasies. Finds no significant relationships for "Playboy" readers, but "Penthouse" readership was best predicted by the interaction of sexual and hostile fantasies. (MS)

Studies gender patterns in five- and six-year-old children's social interactions with one another and variables that may influence these patterns. Findings suggest that differences between boys and girls in the use of aggravated behavior in interaction style is strongly influenced by the nature of the activity being performed and by the gender of…

Describes an aggression replacement and self-management training package that reduced the frequency of aggressive behavior among seriously emotionally disturbed students. Following an eight-week period, subjects demonstrated substantial improvement in prosocial skills without supervision; however, aggressive behavior increased during…

Comparison of 289 Canadian elementary students with behavioral or emotional difficulties with 363 Welsh students referred for social/emotional difficulties found similarities in the severity and frequency of acting-out or undercontrolled behaviors but significant differences in inhibited or overcontrolled behaviors, with Canadian teachers…