A Descriptive Analysis of Aggressive Behavior in Classrooms for Children with Emotional and Behavioral Disorders

Abstract

The present study extends previous research describing classroom interactions of children with emotional and behavioral disorders (EBD). Direct observation and sequential analytic techniques were used to (a) identify naturally occurring rates of aggressive behavior for 28 elementary school-aged children identified as EBD; (b) classify naturally occurring antecedents and consequences of these children's aggressive behavior toward teachers, peers, and property; and (c) describe prevalent and predictive sequences of behaviors resulting in aggression. Results indicated low rates of positive social interactions characterized the daily classroom ecology of students displaying aggressive behavior. Implications for the assessment of low rate but problematic behaviors are discussed in regard to current developments in functional assessment techniques and the possible role of setting events in classroom aggression.