Cognitive behavior modification of hyperactivity–impulsivity and aggression: A meta-analysis of school-based studies.

Robinson, Thomas; Smith, Stephen W.; Miller, M. David; Brownell, Mary T.

doi:10.1037/0022-0663.91.2.195

Cited by 93 publications

(64 citation statements)

References 48 publications

(58 reference statements)

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“…Mean effect sizes were available from 33 syntheses and, with the exception of four, these were all statistically significant. The mean effects varied widely, that is, from an odds ratio (OR) of 1.08 (d = 0.04) in a meta-analysis of school programs (Wilson et al 2001) to an OR of 3.19 (d = 0.64) in a meta-analysis of child-focused programs (Robinson et al 1999). The average effect was significant for all four types of programs and the overall effect was OR = 1.46.…”

Section: Replication In Developmental Preventionmentioning

confidence: 99%

Evidence comes by replication, but needs differentiation: the reproducibility issue in science and its relevance for criminology

Lösel

2017

J Exp Criminol

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Recent publications in Nature, Science, and other journals raised concerns about the reproducibility of empirical findings in psychology and other scientific disciplines. This article summarizes some of these arguments and results that led to discussions about a Breplication crisis^in research. In criminology, there is not yet a similar discussion, although the need for more replications has been emphasized in the past. The present article addresses this topic with special consideration of program evaluations in early developmental crime prevention and offender treatment. In both fields, there has been substantial progress in research and practice. Most systematic reviews showed mean positive effects; however, nearly all of them demonstrated very heterogeneous findings that could not be attributed to the content of programs. This does not allow simple recommendations of Bwhat works^for policy-making and practice. In addition, there is a serious lack of long-term follow-ups and independent evaluations. The article shows remarkable similarity of the findings and problems in both fields of intervention. Problems of reproducibility prove to be highly relevant for criminology, although there is no need for using the term Bcrisis^. The article proposes various strategies that can enhance the reproducibility of findings, i.e., more systematic investigation of those differentiated conditions under which interventions are most effective. An integrative model of relevant characteristics is briefly presented. It refers to factors of the programs, contexts, participants, and evaluation methods. Confirmatory meta-analyses can play an important role on the path toward more differentiated and replicated knowledge J Exp Criminol

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Section: Replication In Developmental Preventionmentioning

confidence: 99%

Evidence comes by replication, but needs differentiation: the reproducibility issue in science and its relevance for criminology

Lösel

2017

J Exp Criminol

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“…The underlying assumptions are that overt behavior is mediated by cognitive events and that people can learn to influence cognitive events to change their own behavior. Literature reviews and meta-analyses (Abikoff, 1991;Dush, Hirt, & Schroeder, 1989;Robinson et al, 1999;Smith, Lochman, & Daunic, 2005) have substantiated CBI's usefulness for the prevention and remediation of specific behavioral deficits and the maintenance of appropriate behavior for mainstream students. Teaching students cognitive strategies has been found to decrease hyperactivity/impulsivity and disruption/aggression, strengthen pro-social behavior, increase social cognition, and improve peer relations (cf.…”

Section: Introductionmentioning

confidence: 99%

“…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 therapy techniques such as modeling, feedback, and reinforcement, and cognitive mediation techniques such as "think-alouds" to build what Kendall (1993) called a new coping template. The underlying assumptions are that overt behavior is mediated by cognitive events and that people can learn to influence cognitive events to change their own behavior.…”

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confidence: 99%

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

Daunic

Smith

Brank

et al. 2006

Journal of School Psychology

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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...

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“…If coupled with data regarding prior aggression, measures of dispositional aggression could be useful for screening adolescents who might benefit from intervention aimed at reducing dispositional and behavioral aggression. School-or community-based interventions for aggression could include cognitive therapies (e.g., Cavell & Hughes, 2000;Larson, Calamari, West, & Frevert, 1998;Robinson, Smith, Miller, & Brownell, 1999), bibliotherapy (Shectman, 1999;, and/or martial arts training (Lamarre & Nosanchuk, 1999;Skelton, Glynn, & Berta, 1991).…”

Section: Discussionmentioning

confidence: 99%

School Aggression and Dispositional Aggression among Middle School Boys

et al. 2004

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We examined the relationship between dispositional (trait) aggression and administrative reports of school aggression among 100 adolescent male participants from an urban middle school. Aggression was fairly common among the sample; 58 boys had a record of school aggression, and many of those were repeat offenders. Our hypothesis that those higher in dispositional aggression would have more records of aggression at school was supported. Dispositional aggression was significantly, positively correlated with verbal and physical aggression at school. Regression analyses indicated that dispositional aggression accounted for a substantial amount of the variance in administrative reports of school aggression. Two other factors, family income and age, accounted for a minimal amount of the variance in school aggression.

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Cognitive behavior modification of hyperactivity–impulsivity and aggression: A meta-analysis of school-based studies.

Cited by 93 publications

References 48 publications

Evidence comes by replication, but needs differentiation: the reproducibility issue in science and its relevance for criminology

Evidence comes by replication, but needs differentiation: the reproducibility issue in science and its relevance for criminology

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

School Aggression and Dispositional Aggression among Middle School Boys

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