Seven steps for dealing with social violence include provide effective consequences, teach nonaggressive responses, stop aggression early, restrict access to instruments of aggression, restrain and reform public displays of aggression, correct conditions of everyday life that foster aggression, and offer more effective instruction and more…

This review describes four major hypotheses related to aggressive behavior and reviews current means for assessment. Hypotheses suggest that aggressive behavior is the result of a social skills deficit, positive or negative reinforcement, environmental deficits, or deficits in the cognitive processing of social stimuli. Changes in assessment…

Examines psychobiological literature pertaining to conduct disorder (CD), with particular emphasis on how such information can increase understanding of youths representing undersocialized aggressive subtype of CD. Reviews literature from neuroanatomical, biochemical, psychophysiological, and pharmacological arenas. Outlines theoretical framework…

A study compared the effectiveness of two extinction interventions, extinction by omission and noncontingent delivery of reinforcement, to treat aggressive behavior with a 10-year-old boy. Analysis revealed that aggression was maintained by positive reinforcement in the form of attention. Noncontingent reinforcement of attention produced a more…

Many developmental theories that emphasize the importance of developmental task attainment imply that there is a degree of homogeneity in the developmental histories of children with serious disorders. From the perspective of developmental psychopathology, however, children identified as having serious emotional or behavioral disorders are likely…

We examined the affective correlates of aggression in children referred to a partial hospitalization program for the treatment of behavior disorders who did not have a mood or anxiety disorder. Parent and teacher ratings of the children's impulsivity, internalizing symptoms, affective reactivity, and aggression were examined for their…

This study examines the characteristics of Texas youth designated as "most difficult to place" recipients of service under the "Exceptional Care Pilot Project" (N = 46). Findings include, among others, high levels of comorbid psychiatric disturbance (greater than 3 diagnostic groupings), physical (78.3%) and sexual (88%)…

Objective: To provide an initial description of the effectiveness and pharmacokinetics (PK) of quetiapine in aggressive children with conduct disorder (CD). Method: This 8-week, open-label outpatient trial, enrolled patients ages 6 to 12 years with CD. Outcome measures included the Rating of Aggression Against People and/or Property Scale…

Background: This study examines the relationship between the topography of challenging behaviour, subsequent attributions and emotional responses, with whether carers use physical intervention and their satisfaction with their intervention. Method: Thirty-seven carers described incidents where a person with an intellectual disability had exhibited…

Objective: To explore the genetic and environmental influences on DSM-IV conduct disorder (CD) aggressive and nonaggressive subscales, taking into account age and sex differences. Method: A community sample of 1,100 twin pairs (ages 11-18) was interviewed using the Diagnostic Interview Schedule for Children. Bivariate analyses, using variable…

Studies the relationship between cognitive functioning and conduct disorders in 17-year-old adolescents as defined by the Diagnostic Statistical Manual of Mental Disorders III. Results suggest that the relation of cognitive functioning to psychiatric status is specific to conduct disorders. (RJC)

Thirty-nine boys in classes for students with behavioral disturbances were given questionnaires on trait anxiety, social anxiety, empathy, depression, and self-esteem, while teachers rated their aggression. Results showed that anxiety and empathy scores were not correlated with aggression, while social anxiety was positively correlated with trait…

A study examined the use of structural analysis as part of an assessment-based intervention of a 4-year-old boy whose noncompliance and aggressive behavior put him at risk for behavioral disorders and expulsion from his childcare center. The intervention was found to reduce immediately the noncompliance and aggressive behavior. (Author/CR)

The article examines definitions of behavioral disorders and summarizes recent literature. Issues raised relate to prevalence data, increasing classroom disruption, stability of behavioral disorders into adolescence and adulthood, and the increase in teacher stress attributable to children with behavior disorders. Management approaches including…

This article offers teachers basic information needed to prevent and manage aggression in children and youth. Information is provided regarding stages of crises, effective strategies for each stage, and prevention strategies designed specifically for public school classrooms. Policies and procedures to address the needs of aggressive students are…