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The Effects of School-Based Intervention Programs on Aggressive Behavior: A Meta-Analysis

Research on the effectiveness of school-based programs for preventing or reducing aggressive behavior was synthesized with a meta-analysis. Changes in aggressive behavior between pretest and posttest were analyzed for developmental patterns and characteristics associated with differential effects. Control groups showed little change in aggressive behavior, but there were significant reductions among intervention groups. Most studies were conducted on demonstration programs; the few studies of routine practice programs showed much smaller effects. Among demonstration programs, positive outcomes were associated with a variety of study, subject, and intervention characteristics. Most notably, higher risk youth showed greater reductions in aggressive behavior, poorly implemented programs produced smaller effects, and different types of programs were generally similar in their effectiveness, other things equal. [ABSTRACT FROM AUTHOR]

The Effects of School-based Social Information Processing Interventions on Aggressive Behavior: Part I: Universal Programs

This 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 Effects of School-based Social Information Processing Interventions on Aggressive Behavior: Part II: Selected or Indicated Pull-out Programs

This 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.


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NICHCY thanks our Project Officer, Dr. Judy L. Shanley, at the Office of Special Education Programs (OSEP), U.S. Department of Education.

Publication of this Web resource page is made possible through Cooperative Agreement #H326N030003 between the Academy for Educational Development and the Office of Special Education Programs of the U.S. Department of Education. The contents of this document do not necessarily reflect the views or policies of the Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government.

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