AGRESIVNO PONAŠANJA KAO VID RIZIČNOG PONAŠANJA DECE I MLADIH SA SMETNJAMA U RAZVOJU
AGGRESSIVE BEHAVIOR AS A TYPE OF RISK BEHAVIOR OF CHILDREN AND YOUNG PEOPLE WITH DEVELOPMENTAL DISABILITIES

Summary/Abstract: Aggressive behavior in children and youth with developmental disabilities represents a serious barrier to social inclusion, necessitating a complex and structured therapeutic response. The focus of this paper is on evaluating contemporary treatment methods and the importance of a multidisciplinary approach in transforming challenging behaviors into functional forms of communication. The core premise of the study is that aggression is not an isolated symptom but a multifactorial phenomenon requiring coordinated intervention from experts across various fields special educators (defectologist), psychologists, psychiatrists, pedagogues, and social workers. The paper provides a detailed analysis of strategies and methods derived from long-term practical experience, which focus on environmental modification and the teaching of replacement skills. Particular attention is given to Functional Communication Training (FCT), which enables children and youth to express their needs in a socially acceptable manner, thereby directly reducing frustration levels and the frequency of aggressive outbursts. The multidisciplinary framework further emphasizes the role of sensory integration, intensified physical activity and movement, and pharmacotherapy the latter being viewed exclusively as a support to behavioral interventions rather than a primary solution. A key section of the paper addresses the partnership with the family, recognizing parents as equal members of the therapeutic team. Through parental education and the development of individualized support plans, the implementation of achieved results is ensured within the natural environment. Concluding remarks indicate that effective treatment involves more than just the reduction of undesirable behavior; it requires a holistic approach that improves the individual's quality of life by offering alternatives and opportunities tailored to their preferences through learning .Implementing this multidisciplinary model within the social and health care systems is a priority for creating a safe and supportive social context for persons with developmental disabilities.

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