Abstract
ABSTRACT Children enrolled in a day treatment program (n = 54) exhibited improved teacher-rated attention problem and clinician-rated global functioning scores, but not teacher-rated externalizing problem scores, at discharge. Chronological age predicted improvement regarding externalizing problems and global functioning, with younger children exhibiting greater progress in treatment. Children high on Proactive or Proactive/Reactive, but not Reactive-only, aggression made significantly less improvement in externalizing problems at discharge compared to children who were relatively low on both subtypes. A non-significant trend was found for children's aggression acceptability scores to predict increased externalizing problems at discharge. This study adds to the growing literature establishing important differences between proactive and reactive subtypes of aggressive behavior.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
