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

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.Keywords: At risk populations; Cognitive-behavioral intervention; Externalization; Aggressive behavior problems; Elementary school students; Prevention.The proactive assurance of safe and productive school environments is a critical objective for education policy makers. Implementing preventive interventions may be particularly challenging in schools with a high proportion of children at risk for academic failure and conduct problems (Bierman, Greenberg, & CPPRG, 1996). The pressure to improve student academic performance and standardized test scores creates significant demands that compete with social programs for instructional time. Moreover, school administrators and classroom teachers need access to evidenced-based practices to avoid adopting prevention programs that are intuitively appealing but unsubstantiated by empirical research (see e.g., Vaughn & Dammann, 2001 Cullinan (2002) describes universal prevention as the application of interventions to a broadly defined group (e.g., classroom) to reduce risk and maintain student health and safety. Selective prevention involves activities designed for groups of students who may share characteristics that put them at risk for developing mental disorders or a school diagnosis of emotional or behavioral disorders (EBD). Thus, classroom-based interventions can act as both universal and selective prevention. Walker, Colvin, and Ramsey (1995) maintain that universally implemented (e.g., classwide) interventions are especially effective for students who are "on the margins," or beginning to behave in ways that compromise their future school success, noting that such interventions allow children with or at risk for EBD to learn effective coping strategies with support from socially appropriate peers.One approach to the prevention of behavior disorders is the classwide application of a cognitive-behavioral intervention (CBI). A research-based approach to teaching students positive coping strategies (e.g., Kendall & Braswell, 1985;Lochman, Whidby, & FitzGerald, 2000;Robinson, Smith, Miller, & Brownell, 1999), CBIs incorporate behavior th...

The Effectiveness of Dialectical Behavior Therapy in Decreasing High Risk Behaviors Among Students Suffering From Attention Deficit / Hyperactivity Disorder

“…The findings were in line with findings of previous researches [24][25][26][27][28], which indicates the effectiveness of this therapeutic method in decreasing psychological, emotional and behavioral problems like high-risk behaviors. In defining the findings of this research it can be said that in dialectical behavior therapy the basis of change is acquiring skills and proficiencies and creating behavioral incentives, hence Linehan added therapeutic strategies to the treatment that is a reflection of acceptance and validating behavioral capacities and capabilities of current clients.…”

“…The results of research show that training cognitive-behavioral strategies decreases aggression, molestation and anger of boys suffering from attention deficit/hyperactivity disorder [24]. Other research findings indicate that employing strategies related to dialectical behavior therapy is effective in decreasing hyperactivity, impulsivity and aggression/riot, and in empowering socially acceptable behaviors, increasing social cognition, and improving relationship with peers [25]. Moreover, other research findings indicate that dialectical behavior therapy is effective in decreasing aggression and controlling rage among teenagers as well as increasing their social competence [26].…”

Reducing developmental risk for emotional/behavioral problems: A randomized controlled trial examining the Tools for Getting Along curriculum

“…Tools for Getting Along (TFGA) is a CBI implemented at the universal level and is designed to prevent or ameliorate emotional and behavioral problems by teaching students to use social problem solving in emotionally-charged situations (Daunic et al, 2006;Smith et al, 2005;Smith et al, 2009). TFGA's most salient characteristic is the structured focus on learning, rehearsing, reviewing, and practicing cumulative steps in a problem-solving sequence.…”

“…Findings from two preliminary studies of TFGA showed positive treatment effects on knowledge of problem-solving concepts and variables associated with risk for behavioral difficulties, namely, teacherrated aggression (Daunic et al, 2006), self-reported approach to problem solving, and peer sociometric ratings for girls (see Daunic et al, 2007). These studies were limited, however, by relatively small samples and primarily indirect measures of treatment fidelity.…”

“…Wehmeyer, Agran, and Hughes (2000) suggested that the practice of teaching students to control their own behavior to facilitate their success in educational settings is largely underutilized. Thus, researchers have investigated the use of cognitive-behavioral interventions (CBI) to supplement behavioral approaches and counter the development of emotional and behavioral difficulties that include aggression and disruption (Conduct Problems Prevention Research Group (CPPRG) [CPPRG], 1999;Daunic, Smith, Brank, & Penfield, 2006;Frey, Hirschstein, & Guzzo, 2000;Lochman & Wells, 2004). Based on the work of cognitive theorists from the early 1970s through the present (e.g., Kendall & Braswell, 1985;Lochman, Whidby, & Fitzgerald, 2000;Mayer, Lochman, & Van Acker, 2005;Robinson, Smith, Miller, & Brownell, 1999), cognitive-behavioral therapies rest on the premise that social cognitions, in conjunction with and influenced by reinforcement history, play a critical role in determining behavior (Meichenbaum, 1977;Vygotsky, 1962).…”