Abstract
This study examines the predictive factors contributing to aggressive behavior among individuals with intellectual disability. Several studies have established a relationship between intellectual disability and aggressive behavior, and the need to identify potential risk factors has become increasingly important. The study was conducted to determine the factors that predict aggressive behavior in students with intellectual disability. The study included 150 (51% female, 49%; mean age of 16.2 years; SD = 2.03) students with intellectual disability. Data were collected on peer influence, social acceptance, gender, and aggressive behavior among adolescents with intellectual disability. The study found that peer influence (r = .383; p =.000 <.05) predicted aggressive behavior among the respondents. Social acceptance and gender were not predictive factors of aggressive behavior among individuals with intellectual disability. The results also reveal that the joint contribution of peer influence, social acceptance, and gender to aggressive behavior was significant. The results provide significant information for school administrators, educators, and parents regarding the effect of peer influence, social acceptance, and gender on aggressive behavior among individuals with intellectual disability. They suggest that interventions designed to reduce aggressive behavior among students with intellectual disability should target factors such as age, gender, prior aggressive behavior, and academic performance. It is also crucial for school administrators, educators, and parents to be aware that the combined effect of peer influence, social acceptance, and gender contributes to aggressive behavior among individuals with intellectual disability.