Review of social–cognitive problem-solving interventions with children.

Urbain, Eugene S.; Kendall, Philip C.

doi:10.1037/0033-2909.88.1.109

Cited by 222 publications

(92 citation statements)

References 90 publications

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“…Finally, Hersen (1981) (Reid, 1970 Stallings, 1975), noted that many of Stallings' findings would be uninterpretable without the examination of the actual (not the planned) application of the independent variable. There are many other related research areas in which investigators have urged the definition and assessment of the independent variable, including a review of interventions on children's problem solving (Urbain & Kendall, 1980) and children's psychotherapy (Hartmann, Roper, & Gelfand, 1977), behavior therapy with psychotic adults (Paul & Lentz, 1977), pharmacotherapy (Becker & Schuckit, 1978) and psychotherapy with depressed adults (Rounsaville, Weissman, & Prusoff, 1981). There have also been repeated suggestions to document the application of the independent variable within the field of program evaluation (e.g., Cook & Campbell, 1979;Donabedian, 1966;Way, Lund, & Attkisson, 1978).…”

Section: Methodological Statements On Independent Variable Accuracymentioning

confidence: 99%

The Integrity of Independent Variables in Behavior Analysis

Peterson

Homer

Wonderlich

1982

J of App Behav Analysis

391

321

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Establishing a functional relationship between the independent and the dependent variable is the primary focus of applied behavior analysis. Accurate and reliable description and observation of both the independent and dependent variables are necessary to achieve this goal. Although considerable attention has been focused on ensuring the integrity of the dependent variable in the operant literature, similar effort has not been directed at ensuring the integrity of the independent variable. Inaccurate descriptions of the application of the independent variable may threaten the reliability and validity of operant research data. A survey of articles in the Journal of Applied Behavior Analysis demonstrated that the majority of articles published do not use any assessment of the actual occurrence of the independent variable and a sizable minority do not provide operational definitions of the independent variable. The feasibility and utility of ensuring the integrity of the independent variable is described.

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Section: Methodological Statements On Independent Variable Accuracymentioning

confidence: 99%

The Integrity of Independent Variables in Behavior Analysis

Peterson

Homer

Wonderlich

1982

J of App Behav Analysis

391

321

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“…Comprehensive programs may target secondary prevention efforts to a specific population of youth (e.g., delinquent, emotionally disturbed; Goldstein & Glick, 1987), or they may target a more general school, region, or age range for an array of support services that function as primary prevention (McCord & Tremblay, 1992;Peters & McMahon, 1996). However, outcome evaluations for many school-based prevention programs have often suffered from significant methodological flaws, including lack of placebo control groups, nonrepresentative samples, limited or nonexistent follow-up data and unreliable assessment instruments (Durlak & Wells, 1994;Kazdin, 1985;Urbain & Kendall, 1980). Comprehensive intervention programs are especially difficult to assess, as it is often impossible to determine which specific treatment element is actually responsible for any observed behavior change (Hudley, 1994a).…”

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confidence: 99%

An attribution retraining program to reduce aggression in elementary school students

et al. 1998

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“…This mitigates the need for teachers to be police, and gives children a sense of responsibility for and control over their own behavior. Finally, cognitive behavior management techniques have been verified empirically as being effective in helping students change their behaviors in the classroom and in their daily life outside of school as well (Bornstein & Quevillon, 1976;Davis & Boster, 1992;Knaus & McKeever, 1977;Schleser, Meyers, Cohen, & Thackwray, 1983;Urbain & Kendall, 1980). Several different cognitive approaches now are being taught to students to help them learn about and gain control over their own activities.…”

Section: Cognitive Interventionsmentioning

confidence: 99%

Constructive Classroom Management

Dollard¹,

Christensen²,

Colucci³

et al. 2017

focusXchild

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Power is the strength and the ability to see yourself through the eyes of another. It is being able to place a circle of power at your own feet and not take power away from someone else's circle. (Agnes Whistling Elk) Teachers in schools today are challenged on many levels as they try to organize and maintain an orderly, harmonious, and stimulating learning environment. Environmental challenges include interruptions from the loudspeaker, student messengers with a myriad of requests, and children leaving and returning from special programs. More troubling challenges stem from the need to help children cope with emotionally difficult situations: alcohol and drug abuse, physical and sexual abuse, separation and divorce of parents, moving, pregnancy, and stress at home such as unemployment. Teachers also face challenges when working with colleagues who don't carry through with their responsibilities, colleagues who are abrasive or indifferent to others and colleagues who hold different opinions about professional issues. In addition, challenges come from the many different roles in which teachers must function: member of the child study team, contributor to the school improvement team, coach for an athletic team, advocate for a child in need, and counselor to parents under stress. To complicate matters further, there are few clear cut or "right" ways of addressing these challenges. Like many other fields, education is undergoing some radical changes in philosophy about teaching, learning, and administering schools. Teachers are faced with important and complicated decisions with conflicting and confusing guidelines about how to respond.Eitzen (1992) believes we are in the midst of "one of the most profound transformations in history, similar in magnitude and consequence to the Industrial Revolution" (p. 586). He said that "several powerful forces are converging to transform the U.S. economy by redesigning and redistributing jobs, exacerbating inequalities, reorganizing cities and regions, and profoundly affecting families and individuals" (p. 586). Based on the assumption that families and individuals are shaped in fundamental ways by their economic situation, he predicts the changing economic picture is certain to have an adverse impact on many families, which in turn will have an impact on our schools.

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Review of social–cognitive problem-solving interventions with children.

Cited by 222 publications

References 90 publications

The Integrity of Independent Variables in Behavior Analysis

The Integrity of Independent Variables in Behavior Analysis

An attribution retraining program to reduce aggression in elementary school students

Constructive Classroom Management

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