Abstract

Behavioral theorists have long attempted to define the observable anti-social behaviors of students who have been assigned to the group of persons labeled “At Risk”. This research will go beyond the reported outward manifestations and attempt to study some of the root causes of the negative behaviors of at risk students. Because research supports the theory that the optimum opportunity to provide effective intervention strategies is when children are young, this quantitative study will focus primarily on students at the lower- and upper-elementary levels. Further, the researcher endeavors to provide classroom teachers and administrators with information that will assist in making the learning experience more successful and productive for at risk students.