Abstract
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 language | English (US) |
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Pages (from-to) | 123-139 |
Number of pages | 17 |
Journal | Journal of School Psychology |
Volume | 44 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2006 |
Externally published | Yes |
Keywords
- Aggressive behavior problems
- At risk populations
- Cognitive-behavioral intervention
- Elementary school students
- Externalization
- Prevention
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology