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    Addressing Antisocial Behavior in the Schools: A Call for Action

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    Issue Date
    2002
    Author
    Lane, Kathleen Lynne
    Wehby, Joseph H.
    Publisher
    Rapid Intellect
    Type
    Article
    Article Version
    Scholarly/refereed, publisher version
    Published Version
    http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=DA-SORT&inPS=true&prodId=AONE&userGroupName=ksstate_ukans&tabID=T002&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm�_tPosition=2&contentSet=GALE|A89970425&&docId=GALE|A89970425&docType=GALE&role=
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    Abstract
    Due to the co-occurrence of externalizing behaviors and academic deficits, children with or at-risk for antisocial behavior are among the most difficult children to teach. Therefore, it is important for general and special educators alike to become more familiar with strategies for identifying and intervening with these children. The intent of this article is to (a) describe the behavioral and academic characteristics of children with antisocial behavior, (b) discuss the challenges of educating these children, and (c) provide suggests for identifying and serving children with or at-risk for anti-social behavior. The rate of violent, antisocial acts committed by children is alarming. Approximately 2.6 million juvenile arrests were made in 1998 (Office of Juvenile Justice and Delinquency Prevention, 1999) with 17% of all violent crimes being perpetrated by juveniles. Although boys tend to exhibit more behavior problems relative to girls, antisocial behavior demonstrated by females is increasing and the behaviors are becoming more violent in nature (OJJDP, 1999). Thus, the number of children demonstrating antisocial behavior patterns is staggering, and the problem is not specific to males. However, these circumstances are not surprising given that youngsters who demonstrate behaviors predictive of antisocial behavior are currently ignored until their behavior becomes explosive. Antisocial behavior refers to persistent violations of socially acceptable behavior patterns (Walker, Colvin, & Ramsey, 1995). Children with antisocial behavior exhibit a range of aggressive and coercive behaviors some of which include: physical aggression, caustic verbalizations, noncompliance, and criminality. Children with antisocial behavior also demonstrate impulsivity, poor interpersonal skills, ineffective cognitive-problem solving skills, and academic deficiencies that negatively impact teacher- and peer-related adjustment. In fact, antisocial behavior is the number one reason cited for referring a youngster to mental health services. The prevalence of conduct disorder, which stems from antisocial behavior, amongst children ranges from 2-6% of the general population - 1.3 to 3.8 million cases -- with dramatic increases in adolescence (Frick, 1998). Although it is possible that children with antisocial behavior may, at some point, qualify for special education, it is important to note that the label of antisocial behavior does not qualify children for special education services. Many of these children begin their educational careers in the general education setting. Consequently, they are educated by general educators who report feeling ill equipped to manage the challenging behaviors exhibited by some of their students (Schumm & Vaughn, 1995). Thus, it is critical that general educators and administrators become familiarized with the characteristics of this population and strategies for better serving them in general education classrooms. Accordingly, the intent of this article is three fold. First, the behavioral and academic characteristics of children with antisocial behavior will be discussed. Second, the challenges of educating these children will be addressed. Third, suggestions for better serving this population will be provided.
    Description
    This is the publisher's official version, also available from:http://go.galegroup.com/ps/retrieve.do?sgHitCountType=None&sort=DA-SORT&inPS=true&prodId=AONE&userGroupName=ksstate_ukans&tabID=T002&searchId=R1&resultListType=RESULT_LIST&contentSegment=&searchType=AdvancedSearchForm¤tPosition=2&contentSet=GALE|A89970425&&docId=GALE|A89970425&docType=GALE&role=
    URI
    http://hdl.handle.net/1808/10883
    Collections
    • Center for Research on Learning Scholarly Works [125]
    • Special Education Scholarly Works [297]
    Citation
    Lane, K. L., & Wehby, J. (2002). Addressing antisocial behavior in the schools: A call for action. Academic Exchange Quarterly, 6, 4-9.

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    KU Libraries
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    785-864-8983

    KU Libraries
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    Contact KU ScholarWorks
    785-864-8983
    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    785-864-8983

    KU Libraries
    1425 Jayhawk Blvd
    Lawrence, KS 66045
    Image Credits
     

     

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