Classroom-based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity

Ann P. Daunic, Stephen W. Smith, Eve M. Brank, Randall D. Penfield

Research output: Contribution to journalArticlepeer-review

44 Scopus citations


Classroom teachers need effective, efficient strategies to prevent and/or ameliorate destructive student behaviors and increase socially appropriate ones. During the past two decades, researchers have found that cognitive strategies can decrease student disruption/aggression and strengthen pro-social behavior. Following preliminary pilot work, we conducted a study to determine whether a classwide, social problem-solving curriculum affected measures of knowledge and behavior for 165 4th and 5th grade students at risk for behavior problems. We found significant positive treatment effects on knowledge of problem-solving concepts and teacher ratings of aggression. Outcomes differed across teachers/classrooms, and there was no evidence that booster lessons affected treatment efficacy. Teacher ratings of social validity were generally positive. We discuss issues about classroom-based prevention research and future research directions.

Original languageEnglish (US)
Pages (from-to)123-139
Number of pages17
JournalJournal of School Psychology
Issue number2
StatePublished - Apr 2006
Externally publishedYes


  • Aggressive behavior problems
  • At risk populations
  • Cognitive-behavioral intervention
  • Elementary school students
  • Externalization
  • Prevention

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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