Reactive–Proactive Aggression—Fast Track (Teacher Checklist) is a teacher–led program designed to help teachers better understand and manage reactive and proactive aggression in their classrooms. The program focuses on the identification, prevention, and management of aggressive behaviors in children and adolescents. The program provides teachers with the tools and strategies needed to create a safe and supportive classroom environment for all students. The program begins with an introduction to the concept of reactive and proactive aggression. Reactive aggression is defined as an aggressive response to a perceived threat or provocation, while proactive aggression is defined as aggression that is premeditated or planned in advance. Through this introduction, teachers are able to recognize the differences between the two types of aggression and better understand the behaviors associated with each. The program then provides teachers with a checklist of strategies for managing reactive and proactive aggression in the classroom. This includes strategies such as establishing clear expectations and consequences, providing positive reinforcement for appropriate behavior, and using non–confrontational methods of addressing aggressive behavior. Additionally, the program provides teachers with resources for recognizing signs of aggression in students and responding to it appropriately. The program also provides teachers with guidance on how to create a safe and supportive classroom environment. This includes developing an understanding of the social and emotional needs of students, creating a positive learning environment, and implementing strategies for building positive relationships with students. Finally, the program provides teachers with tips for monitoring and evaluating the effectiveness of the strategies that they have implemented. This includes tracking the frequency and intensity of aggressive behaviors, assessing the impact of the strategies on student behavior, and monitoring the effectiveness of the strategies over time. Reactive–Proactive Aggression—Fast Track (Teacher Checklist) is an effective tool for helping teachers better understand and manage reactive and proactive aggression in their classrooms. By providing teachers with the strategies and resources needed to create a safe and supportive classroom environment, the program helps teachers foster a positive learning environment for all students.
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.
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.