The authors describe a systematic review which examines the effects of universal school-based social information processing interventions on the aggressive and disruptive behavior of school-age children.
This Campbell systematic review examines the effects of universal school-based social information processing interventions on the aggressive and disruptive behavior of school-age children. Program effects are examined overall and in relation to methodological and substantive differences across studies. The search strategy identified 89 eligible reports, which gave the results of 73 unique research studies of universal school-based social information processing programs. The research indicates that short, intensive interventions are more effective than extended year-long programs. Extended programs may have a tendency of becoming routine, and thus have less impact on the students. Where the education programs target children in special education classes, the effect is less than in ordinary classes. Pupils in special classes may be prone to many other problems which could reduce the impact of this type of education. Publisher Abstract Provided
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