Family and cognitive factors: modeling risk for aggression in children with ADHD.

OBJECTIVE

To explore the relationships of family and cognitive factors to aggression as reported by parents and teachers.

METHOD: Data regarding different types of aggressive behavior were collected from parents and teachers of 165 school-age (7-11 years old) children referred to a study of attention-deficit/hyperactivity disorder and disruptive behavior. Structural equation modeling was used to examine the differential relationships of family and cognitive factors to aggression in the home and school settings.

RESULTS

Family risk factors influenced aggression reported at home and at school, whereas cognitive risk factors may exert their influence on aggression at school. Significant covariance between parent and teacher report of aggressive behavior was observed.

CONCLUSIONS

Intervention at the family level may serve to reduce aggressive behaviors in both home and school environments.