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ERIC Number: ED399713
Record Type: Non-Journal
Publication Date: 1996
Pages: 13
Abstractor: N/A
Reference Count: N/A
Preventing Antisocial Behavior in Disabled and At-Risk Students. Policy Briefs.
Gregg, Soleil
This paper reviews the research on factors that contribute to or protect from the development of antisocial behavior in children, especially those with attention deficit/hyperactivity disorder (ADHD) and learning disabilities (LD). It also presents a model to promote prosocial behavior. General risk factors that put all children at risk for antisocial behavior are identified, such as individual risk factors related to personality, temperament, and cognitive ability and family/community/societal risk factors. Risk factors that are specific to children with ADHD and LD are identified, such as individual characteristics and innate traits, academic failure, social failure, emotional impairment, differential treatment, and low self-esteem. Children with ADHD and LD are reported to be at special risk for oppositional defiant disorder, conduct disorder, and delinquency. The report also considers resiliency in overcoming risk, noting general protective factors (such as good schools) and specific protective measures for children with ADHD and LD (multidisciplinary intervention). The importance of the child's attachment to at least one prosocial supporting adult is stressed for the promotion of prosocial behavior. Recommendations for policy and practice address risk reduction; cultivation of resiliency; encouragement of bonding; increased self-esteem; and creation of a consistent system of expectations, reinforcement, and recognition. (Contains 89 references.) (CR)
Appalachia Educational Laboratory, Inc., P.O. Box 1348, Charleston, WV 25325-1348 ($2).
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Appalachia Educational Lab., Charleston, WV.