This study examines the behavior of two groups of students in fifth grade—a group of students identified as at risk for development of antisocial behavior and a normal control group. Students in the at risk group were identified primarily on the basis of familial variables. Subjects were selected for two separate cohorts that were studied 1 year apart to facilitate the investigation of generality of findings. Subjects' academic engaged time and social interactive behavior in recess settings were observed and teachers completed ratings of different aspects of the students' social skills. Records were inspected for evidence of principal contacts regarding discipline, attendance, and special education services received. Clear differences were indicated in school behavior between the two groups that were replicated across cohorts.
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