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January 1995
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786 Reads
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676 Citations
Behavioral Disorders
This book is written for the educator-practitioner who must cope with students who either already have or are at high risk for developing antisocial behavior patterns. This book is based upon principles of social learning that govern how diverse forms of behavior are acquired, maintained, and reduced or eliminated. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
December 1993
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11 Reads
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24 Citations
This study investigated the efficacy of three different regression models in predicting arrest rate over the fifth to seventh grade range for a sample of antisocial and at risk control middle school boys (N=76). These boys were selected from a larger sample of approximately 200 boys and their families for inclusion in a long term longitudinal study beginning in the fourth grade. Subjects in the present study were identified when they were in the fifth grade and school measures of adjustment were recorded annually for them on two occasions (fall, spring) through the ninth grade. Predictors were derived from the following variables: (a) teacher ratings of social skills; (b) direct observations of academic engagement in classroom settings; (c) direct observations of the playground social behavior of target subjects and peers; and (d) discipline contacts with the principal's office as extracted from archival school records. These predictor variables appeared to assess respectively teacher related and peer related forms of school adjustment. The regression models investigated yielded R-Squares of approximately 30 between arrest rate and two to three predictor variables in each analysis. However, following the deletion of two subject cases that represented extreme instances of underprediction (i.e., subjects who were arrested [i.e., seven arrests each] but whose fifth grade behavioral profiles suggested they would not be), the obtained R-Squares increased to approximately .55. Implications of the findings for the early screening and identification of at risk students are discussed.
July 1991
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22 Reads
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36 Citations
Remedial and Special Education
This study investigated the efficacy of selected home and school setting variables as predictors of school achievement, adjustment, and delinquency in an ongoing longitudinal study of antisocial and at-risk boys (Patterson, 1983; Walker, Shinn, O'Neill, & Ramsey, 1987). Three construct scores (one derived primarily from school data sources and two from home setting data sources) along with two discrete observation codes recorded on families served as predictors in this study. Criterion variables to be predicted included math, reading, total achievement, receiving special education services, and delinquency. The predictor variables were all recorded when the subjects were in the fourth grade; the criterion variables were recorded when they were in the seventh grade. The resulting multiple Rs ranged from .50 for delinquency to .81 for math achievement. No more than two predictor variables were used in each of the regression analyses. Results are discussed in terms of the importance of assessing both the school and home environments of students at risk for behavioral adjustment problems that involve antisocial behavior patterns.
April 1990
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13 Reads
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49 Citations
Journal of Applied Developmental Psychology
A model is presented that explains the link between antisocial behavior at home and antisocial behavior at school. It is hypothesized that antisocial behavior evidenced at home at an early age increases the likelihood that antisocial behavior will be displayed at school 1 year later. The model was tested on a sample of 80 fourth-grade males by using the structural equation modeling approach in the EQS analysis program (Bentler, 1986). A chi-square goodness-of-fit test for the model showed a strong agreement between the hypothesized model and the observed covariance structure of the data. Results suggested support for the presence of an antisocial trait that is consistent across time and settings.
January 1990
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13 Reads
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24 Citations
Exceptionality
In this study, we investigated fifth‐grade social behavioral profiles of arrested versus nonarrested adolescent boys. We assessed the ability of discrete measures of social‐behavioral adjustment (teacher ratings of social skills, direct observations of negative‐aggressive social behavior) to classify correctly the arrest status of 75 boys over a 3‐year period (grades 5 to 7). Using a discriminant function analysis procedure, we correctly classified 75% of the subsequently arrested subjects based on selected measures of their fifth‐grade adjustment. Twenty‐four of the 75 boys were arrested during the Grade 5 to 7 period, as determined by police contacts and court records. We profiled boys receiving extreme discriminant scores representing four predicted groups on all the fifth‐grade measures recorded: (a) boys who the procedure predicted would be arrested and who were arrested, (b) boys who the procedure predicted would not be arrested and who were not, (c) boys who the procedure predicted would be arrested but who were not, and (d) boys who the procedure predicted would not be arrested but who were. We discuss results with regard to screening and intervention implications.
December 1989
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7 Reads
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19 Citations
This study examined the parent management practices to which a sample of middle school boys, in four different school adjustment groups, were exposed. The four groups were labeled Internalizers, Antisocials, Normal/Controls, and Externalizers. Parent management practices, including discipline, monitoring, positive reinforcement, parent involvement, and problem solving were compared for the four groups. Study results indicated between-group differences on two of the five parent management constructs, although all results were clearly in the hypothesized direction. The outcomes of the study are discussed in terms of the relationship of parenting practices to antisocial behavior in school settings.
March 1989
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2,590 Reads
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2,531 Citations
American Psychologist
A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed.
February 1989
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45 Reads
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1,367 Citations
American Psychologist
A developmental model of antisocial behavior is outlined. Recent findings are reviewed that concern the etiology and course of antisocial behavior from early childhood through adolescence. Evidence is presented in support of the hypothesis that the route to chronic delinquency is marked by a reliable developmental sequence of experiences. As a first step, ineffective parenting practices are viewed as determinants for childhood conduct disorders. The general model also takes into account the contextual variables that influence the family interaction process. As a second step, the conduct-disordered behaviors lead to academic failure and peer rejection. These dual failures lead, in turn, to increased risk for depressed mood and involvement in a deviant peer group. This third step usually occurs during later childhood and early adolescence. It is assumed that children following this developmental sequence are at high risk for engaging in chronic delinquent behavior. Finally, implications for prevention and intervention are discussed.
May 1988
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6 Reads
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19 Citations
Behavioral Disorders
This study examined the family management practices of parents of antisocial and non-antisocial boys. Serving as subjects for the study were 80 fourth-grade boys and their families involved in an extensive longitudinal investigation. Parent management practices including discipline, monitoring, positive reinforcement, involvement, and problem solving were compared. The two groups also were compared across a number of family status variables. Study results indicated between-group differences also were obtained for the status variables associated with adult relationship(s) in the home and father criminal record. Study outcomes are discussed in terms of parent and family contributions to antisocial behavior.
July 1987
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12 Reads
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92 Citations
Remedial and Special Education
The long-term consequences of antisocial behavior in children are well documented. Yet little is known about the pattern of development and sequence of antisocial behaviors in home and school settings. This article describes the rationale, methodology, and measures of a 5-year longitudinal research study of the development of antisocial behaviors in a high-risk population of boys in school settings. Subjects for this longitudinal study are 80 fifth-grade boys divided into two separate cohorts. These subjects were a subset of a sample of 200 boys included in an extensive study of the role of family variables in the development of antisocial behavior. Results from the first year of the study regarding 35 boys of Cohort I are presented in this paper. Multiple assessment methods were used including direct observations of social interactions in free-play activities and academic engaged time in classroom activities, teacher ratings of social skills, and examination of student records. Results indicated that subjects in the group more at risk for engaging in antisocial behavior were significantly different from subjects in the control group in their amounts of academic engaged time, frequencies of negative interactions with peers in playground situations, frequency of discipline contacts, and in teacher ratings of their social skills. Implications for identifying patterns and sequences of antisocial behavior are discussed
... Physical child abuses' effect on the rates in which children develop ASPD has been supported by studies showing a significant increase. The families of children who develop ASPD are often characterized as having disciplinary tactics that are harsh and inconsistent, as well as generally being uninvolved in the childs' life in a positive way, or in the supervision of the child (Patterson et al., 1993). These descriptions generally fall under a combination of authoritarian and neglectful parenting styles according to Baumrinds' parenting styles. ...
February 1989
American Psychologist
... "Falta de controle parental" foi também significantemente mais freqüente em meninos, talvez, em razão de sua propensão em apresentar sintomas externalizados 45 , que geralmente concorrem para desestruturar a prática educativa dos cuidadores, gerando um ciclo de dificuldades na socialização, para esse sexo 46,47 . ...
May 1988
Behavioral Disorders
... Three key reinforcement targets (the three Rs; Table 1) were selected from those common across the two EBPs that have demonstrated success in achieving positive changes in parenting behavior across a range of child welfare involved populations: Reinforcement of (1) efforts (2) relationships and roles, and (3) small steps toward goal achievement. Reinforcing positives has been directly linked to improved outcomes in previous research in child welfare populations Price et al. 2008;Leve et al. 2002;Ramsey et al. 1989). ...
December 1989
... MBPK yang mempunyai EBD biasanya menunjukkan prestasi yang kurang memberangsangkan dalam akademik di sekolah berbanding rakan yang lain. Hal ini telah dibuktikan secara empirikal oleh ramai penyelidik sebelum ini (Blackorby & Wagner, 1996;Landrum et al., 2003;Walker et al., 1987) yang menyatakan MBPK umumnya menunjukkan prestasi yang lebih rendah berbanding murid tipikal yang lain. Namun, golongan MBPK yang mengalami EBD akan mempamerkan prestasi akademik yang lebih rendah, cenderung untuk memperoleh gred yang lebih rendah, lebih banyak gagal dalam kursus yang diambil, lebih kerap mempunyai masalah disiplin, lulus ujian kecekapan minimum pada kadar yang lebih rendah, dan lebih sukar untuk menyesuaikan diri dalam masyarakat berbanding golongan kurang upaya yang lain (Frank et al., 1995;Koyanagi & Gaines, 1993;Landrum et al., 2003). ...
July 1987
Remedial and Special Education
... Similar results have also been pointed out by (Laursen and Collins, 2009) and (Tolan et al., 2003) that youth offending behaviour has been directly influenced by family relationships. Findings of the study are closely in line with the work of (Patterson et al., 1998;Walker, Stieber, Ramsey and O'Neill, 1991) who explored that attitude of parental punishing and fruitless discipline, carelessness, and youth dismissal by parents are major determinants of youth offending behaviour. Likewise, according to Farrington (1992), youth criminal behaviour is significantly associated with poor or lack of parental monitoring, and the criminal is not closely attached to their parents. ...
July 1991
Remedial and Special Education
... ODRs can also be used to consider progress toward solving situational concerns (e.g., disruptive lunchroom behavior). On an empirical level, ODRs have been related to poor student outcomes such as school failure and juvenile delinquency (Shinn, Ramsey, Walker, Stieber, & O'Neill, 1987;Sprague et al., 2001;Tobin & Sugai, 1999;Walker & Stieber, 1998;Walker, Stieber, Ramsey, & O'Neill, 1990). However, other research has indicated that ODR data for individual students have been much less predictive of poor outcomes than teacher ratings or direct observation (Walker et al., 1990) and that a teacher's use of such data may be influenced by a variety of variables such as classroom management, discipline policies, and teacher tolerance Wright & Dusek, 1998). ...
January 1990
Exceptionality
... Due to the nature of disruptive behaviors, and the potential for these behaviors to negatively impact the learning of others in the educational environment [9], teachers have indicated that they allocate a significant amount of time to address these behaviors [7], which can ultimately lead to decreased academic performance (e.g., low grades, poor performance on standardized tests; [10]). As a result, teachers may be more inclined to utilize punishment-based procedures or reactive approaches [7], such as reprimands or classroom exclusion [11]. ...
May 1987
The Journal of Special Education
... In their studies on security and abuse of library materials within certain public universities in Ghana, Akussah and Bentil [53] and Senyah [54] identify the scarcity of needed books and selfishness as the leading causes of book theft, mutilation and book hiding among library users. This finding aligns with the assertion of Walker, Colvin and Ramsey [55] that individuals engaging in anti-social behaviours, irrespective of age, are predominantly characterised by a sense of selfishness and self-centredness. Furthermore, Afachao's [56] research findings indicate that the libraries of the University of Professional Studies and the Ghana Institute of Journalism have been impacted by unacceptable behaviour, attributable to deficiencies in library security personnel and facilities, including discussion rooms. ...
January 1995
Behavioral Disorders
... Socially responsible behaviors have also been linked with popularity and peer acceptance (Wentzel & Watkins, 2002), suggesting that students who behave prosocially enjoy better collaborative peer relations. Moreover, when students exhibit teacher-preferred behaviors (e.g., helpfulness; Walker et al., 1993), they are more likely to experience teacher acceptance and greater support in their learning (Jussim & Harber, 2005). ...
December 1993
... Furthermore, hostility in the family, especially mutual hostility, might increase the risk of externalizing problems more globally for youth. On a macrolevel, the SIL model hypothesizes that hostile interactions in the family teach children aggressive tactics that generalize to other social situations outside the home environment, such as interactions with peers (e.g., Ramsey, Patterson, & Walker, 1990). Supporting this theoretical model, studies of children and youth in families characterized by mutually hostile interactions are more likely to have high levels of externalizing problems (e.g., Eddy, Leve, & Fagot, 2001;Fosco et al., 2014;Richmond & Stocker, 2008;van Doorn, Branje, & Meeus, 2008) and engage in mutually hostile interactions with peers (Trifan & Stattin, 2015). ...
April 1990
Journal of Applied Developmental Psychology
