Dodge KA‚ Coie JD. Social-information-processing factors in reactive and proactive aggression in children’s peer groups. Special issue: Integrating personality and social psychology. Journal of Personality and Social Psychology 1987;53(6):1146-1158.
1. When this child has been teased or threatened‚ he or she gets angry easily and strikes back.
2. This child always claims that other children are to blame in a fight and feels that they started the trouble.
3. When a peer accidentally hurts the child (such as bumping into him or her)‚ this child assumes that the peer meant to do it‚ and then overreacts with anger/fighting.
4. This child gets other kids to gang up on a peer that he or she does not like.
5. This child uses physical force (or threatens to use force) in order to dominate other kids.
6. This child threatens or bullies others in order to get his or her own way.
items measure teachers’ reports of a child’s proactive and reactive aggressive behavior. Teachers are asked to indicate how often each child exhibits certain aggressive behaviors.
This instrument can be found on page 190 of Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ available online at:http://www.cdc.gov/violenceprevention/pdf/YV_Compendium.pdf .
Teachers of children and adolescents‚ aged 4-18.
Never true =1‚ Rarely true=2‚ Sometimes true =3‚ Usually true=4‚ almost Always true =5
Point values are as indicated above. The measure has two subscales: Reactive Aggressive Behavior (items 1-3) and Proactive Aggressive Behavior (items 4-6). Items for each scale are averaged‚ with high scores indicating high reactive (or proactive) aggressive behavior.