Abstract
Children who display aggressive-disruptive behaviors in the early school years are at a high risk for poor school outcomes. Some of these children receive positive socialization supports in the school setting that foster improved school behavior and adjustment. For the others, behavior problems tend to escalate in adolescence, with increases in defiant rule-breaking and antisocial behaviors. Concurrent attention deficits with aggressive behaviors increase risks for academic difficulties. Attending schools that serve many other aggressive students increases risk for the escalation of aggressive behavior problems over time. Aggressive-disruptive school behaviors predict lifelong interpersonal problems and legal troubles, as well as underemployment and financial stress. For these reasons, early identification and school-based intervention are essential for aggressive students. This chapter reviews the developmental processes that are associated with the school difficulties of aggressive-disruptive children and the school-based prevention and intervention programs that have proven useful in promoting aggression control and school adjustment.
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Abbreviations
- GBG:
-
Good behavior game
- MTSS:
-
Multi-tiered system of supports
- PATHS:
-
Promoting alternative thinking strategies
- SEL:
-
Social-emotional learning
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Bierman, K.L., Slotkin, R.A. (2023). The Aggressive-Disruptive Child and School Outcomes. In: Martin, C.R., Preedy, V.R., Patel, V.B. (eds) Handbook of Anger, Aggression, and Violence. Springer, Cham. https://doi.org/10.1007/978-3-031-31547-3_73
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