This article presents research into the effectiveness of school-based psychosocial prevention programs on reducing aggressive and disruptive behavior.
Two hundred forty-nine experimental and quasi-experimental studies of school-based programs with outcomes representing aggressive and/or disruptive behavior were obtained. Effect sizes and study characteristics were coded from these studies and analyzed. Positive overall intervention effects were found on aggressive and disruptive behavior and other relevant outcomes. The most common and most effective approaches were universal programs and targeted programs for selected/indicated children. The mean effect sizes for these types of programs represent a decrease in aggressive/disruptive behavior that is likely to be of practical significance to schools. Multicomponent comprehensive programs did not show significant effects and those for special schools or classrooms were marginal. Different treatment modalities (e.g., behavioral, cognitive, social skills) produced largely similar effects. Effects were larger for better-implemented programs and those involving students at higher risk for aggressive behavior. (Published abstract provided)
Downloads
Similar Publications
- Student attacks following a school threat assessment: Statewide trends in student and case characteristics
- Campus Sexual Violence Victimization and Perpetration Experiences in Racial, Gender Identity, and Sexual Orientation Minority Student Subpopulations: A Scoping Review
- Suggested Supports for Improving the Olweus Bullying Prevention Program’s Implementation and Impact in an Under-Resourced Middle School Context