Peers play a prominent role in defining acceptable behavior. Research on children's perceptions of emotional and behavioral difficulties is analyzed in this article. Virtually all studies concur that peers hold negative views of externalizing behavior problems. Younger students are able to differentiate aggression from other behaviors by the first grade, whereas social withdrawal is recognized later. Based on the implications of these and other findings, professionals need to target peer-identified behavioral and social skill goals and develop programming aimed at normalization to improve acceptance in integrated settings.
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