Reactive-Proactive Aggression—FastTrack

1. How often have you …
1. Yelled at others when they have annoyed you?
2. Had fights with others to show who was on top?
3. Reacted angrily when provoked by others?
4. Taken things from other students?
5. Had temper tantrums?
6. Vandalized something for fun?
7. Damaged things because you felt mad?
8. Had a gang fight to be cool?
9. Gotten angry when frustrated?
10. Hurt others to win a game?
11. Become angry or mad when you lost a game?
12. Used physical force to get others to do what you want?
13. Gotten angry or mad when you lost a game?
14. Threatened and bullied someone?
15. Gotten angry when others threatened you?
16. Used force to obtain money or things from others?
17. Damaged things because you felt angry?
18. Made obscene phone calls for fun?
19. Felt better after hitting or yelling at someone?
20. Gotten others to gang up on someone else?
21. Hit others to defend yourself?
22. Carried a weapon to use in a fight?
23. Gotten angry or mad or hit others when teased?
24. Threatened or forced someone to have sex?
25. Set fire to things because you felt angry?
26. Yelled at others so they would do things for you?
These items measure reactive and proactive aggression. Respondents are presented with a series of behaviors and are asked to circle the number that best represents the frequency with which they did thatbehavior. When administered to young children‚ the teacher reads each statement and circles the students’response.
This instrument can be found on pages 188-189 of Measuring Violence-Related Attitudes‚ Behaviors‚ and Influences Among Youths: A Compendium of Assessment Tools‚ available online at: .
Teachers of children and adolescents‚ aged 4-18.
Never=‚ Hardly ever=1‚ Sometimes=2‚ Often=3‚ Always or almost always=4
Point values are assigned as indicated above. Two subscales are included: Reactive Aggression (items 1‚ 3‚ 5‚ 7‚ 8‚ 11‚ 13‚ 14‚ 16‚ 19 and 22) and Proactive Aggression (items 2‚ 4‚ 6‚ 9‚ 10‚ 12‚ 15‚ 17‚ 18‚ 20‚ 21 and 23). Point values for each subscale are summed‚ then subscale scores are added to derive the Total Aggression score. Higher scores indicate higher frequencies of 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.

Raine A‚ Dodge K‚ Loeber R‚ Gatzke-Kopp L‚Lynam D‚ Reynolds C‚ Stouthamer-Loeber M‚ Liu J. Proactive and reactive aggression in adolescent boys. Los Angeles: University of Southern California‚ 2003.