Background
Research about the effectiveness of school-based psychosocial prevention programs
for reducing aggressive and disruptive behavior was synthesized using meta-analysis.
This work updated previous work by the authors and further investigated which program
and student characteristics were associated with the most positive outcomes.
Methods
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.
Results
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.
Conclusions
Schools seeking prevention programs may choose from a range of effective programs
with some confidence that whatever they pick will be effective. Without the researcher
involvement that characterizes the great majority of programs in this meta-analysis,
schools might be well-advised to give priority to those that will be easiest to implement
well in their settings.
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© 2007 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.
