Where Does Antisocial Behavior Come from and What Does That Mean for Schools?
Much to the dismay of many classroom teachers who deal with antisocial students, behavior-management practices that work so well with typical students do not work in managing antisocial behavior. In fact, teachers find that their tried and true behavior-management practices often make the behavior of antisocial students much worse. As a general rule, educators do not have a thorough understanding of the origins and developmental course of such behavior and are not well trained to deal with moderate to severe levels of antisocial behavior. The older these students become and the further along the educational track they progress, the more serious their problems become and the more difficult they are to manage. How can it be that behavior-management practices somehow work differently for students with antisocial behavior patterns? Why do they react differently? Do they learn differently? Do they require interventions based on a completely different set of learning principles? As we shall
