School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis

Barnes, Tia Navelene; Smith, Stephen W.; Miller, M. David

doi:10.1016/j.avb.2014.04.013

Cited by 97 publications

(52 citation statements)

References 74 publications

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“…We interpreted Cohen's d as the level of difference in externalizing behaviours and social competence for children in the treatment group as compared with children in the control group at posttest due to the treatment group's exposure to an intervention with an SPS component (Barnes et al, 2014). Because Cohen's d is the effect size in standard units, an effect size of 1.00 indicates a mean difference of one standard deviation between the treatment and control groups.…”

Section: Resultsmentioning

confidence: 99%

“…This finding helps clarify the concern about whether practitioners will be able to deliver an intervention effectively when the intervention has only been tested with researchers as the implementers (Barnes et al, 2014). This finding helps clarify the concern about whether practitioners will be able to deliver an intervention effectively when the intervention has only been tested with researchers as the implementers (Barnes et al, 2014).…”

Section: Key Characteristics (Sps Component Outcomes and Implemenmentioning

confidence: 86%

“…However, Quinn and colleagues' study does not fully incorporate the SPS component of interest in the current meta-analytic review. A few other studies did include SPS intervention in their review of the effectiveness of SEL interventions, but none of them disaggregated results by types of intervention nor did they focus on preschool settings (i.e., Barnes, Smith, & Miller, 2014;Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011;Taylor, Oberle, Durlak, & Weissberg, 2017). None of these review studies have examined intervention effectiveness by informants (e.g., teachers and parents) although a plethora of studies have pointed out the discrepancies among various informants' reports of children's behaviour problems (e.g., Cai, Kaiser, & Hancock, 2004;Kasik & Gál, 2016;Strickland, Hopkins, & Keenan, 2012) due to variations in environmental expectations, structure, and knowledge concerning variables of interest (De Los Reyes & Kazdin, 2005;Kerr, Lunkenheimer, & Olson, 2007).…”

Section: Relevant Meta-analytic Reviewsmentioning

confidence: 99%

“…None of these review studies have examined intervention effectiveness by informants (e.g., teachers and parents) although a plethora of studies have pointed out the discrepancies among various informants' reports of children's behaviour problems (e.g., Cai, Kaiser, & Hancock, 2004;Kasik & Gál, 2016;Strickland, Hopkins, & Keenan, 2012) due to variations in environmental expectations, structure, and knowledge concerning variables of interest (De Los Reyes & Kazdin, 2005;Kerr, Lunkenheimer, & Olson, 2007). Only a few of these review studies gave consideration to implementation variables that are critical in the success of intervention programs such as interventionists, implementation fidelity, and social validity (Barnes et al, 2014;Kam, Greenberg, & Walls, 2003). Finally, evaluating the level of evidence presented in a meta-analytic review based on an established protocol informs the field about the strengths and future directions of current scientific pursuit and allows practitioners the opportunity to discern relevant scientific knowledge for evidence-based practices (White & Smith, 2002).…”

Section: Relevant Meta-analytic Reviewsmentioning

confidence: 99%

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A meta‐analytic review of social problem‐solving interventions in preschool settings

Barnes

Wang

O’Brien

2018

Infant and Child Development

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Early intervention is valuable in preventing negative behavioural outcomes and promoting positive social competence in young children with externalizing behaviours. Interventions that teach social problem solving (SPS) are a promising solution, as children with behavioural difficulties often have deficits in these skills. School‐based SPS programming has been shown to prevent and remediate externalizing behaviours for older children, but a summary of its effectiveness for preschoolers in early childhood settings is unavailable. The purpose of the current meta‐analytic review was to (a) provide a summary of the characteristics of current SPS instruction in preschool settings and (b) examine the effectiveness of interventions that include an SPS component in decreasing externalizing behaviours and increasing social competence among preschoolers. Using meta‐analytic review, we present common characteristics of preschool interventions that include SPS and provide evidence for the efficacy of these interventions in reducing externalizing behaviours and increasing social competence in preschoolers. Highlights We performed a meta‐analytic review of preschool social problem‐solving interventions (SPS). We examined both preschool‐based and home‐based reports of behavior and social competence for meta‐analysis. We found evidence for the efficacy of interventions in reducing externalizing behavior and increasing social competence for preschool‐based reports.

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Section: Resultsmentioning

confidence: 99%

Section: Key Characteristics (Sps Component Outcomes and Implemenmentioning

confidence: 86%

Section: Relevant Meta-analytic Reviewsmentioning

confidence: 99%

Section: Relevant Meta-analytic Reviewsmentioning

confidence: 99%

See 2 more Smart Citations

A meta‐analytic review of social problem‐solving interventions in preschool settings

Barnes

Wang

O’Brien

2018

Infant and Child Development

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“…School-based social-work interventions: A cross-national systematic review. Social Work,58(3), 253-262. doi:10.1093/sw/swt022 Barnes, T. N., Smith, S. W., & Miller, M. D. (2014). School-based cognitive-behavioral interventions in…”

Section: Appendix B References Of Included Reviewsmentioning

confidence: 99%

What do we know about preventing school violence? A systematic review of systematic reviews

Lester

Lawrence

Ward

2017

Psychology, Health & Medicine

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a department of Psychology, University of cape town, cape town, south africa; b safety and Violence initiative, University of cape town, cape town, south africa ABSTRACT Many children across the world are exposed to school violence, which undermines their right to education and adversely affects their development. Studies of interventions for school violence suggest that it can be prevented. However, this evidence base is challenging to navigate. We completed a systematic review of interventions to reduce four types of school violence: (a) peer violence; (b) corporal punishment; (c) student-on-teacher violence and (d) teacher-onstudent violence. Reviewers independently searched databases and journals. Included studies were published between 2005 and 2015; in English; considered school-based interventions for children and measured violence as an outcome. Many systematic reviews were found, thus we completed a systematic review of systematic reviews. Only systematic reviews on interventions for intimate partner violence (IPV) and peer aggression were found. These reviews were generally of moderate quality. Research on both types of violence was largely completed in North America. Only a handful of programmes demonstrate promise in preventing IPV. Cognitive behavioral, socialemotional and peer mentoring/mediation programmes showed promise in reducing the levels of perpetration of peer aggression. Further research needs to determine the long-term effects of interventions, potential moderators and mediators of program effects, program effects across different contexts and key intervention components.

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Child-focused psychosocial interventions for anger and aggression in children under 12 years of age

Hanratty

Macdonald

Livingstone

2015

Cochrane Database of Systematic Reviews

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School-based cognitive-behavioral interventions in the treatment of aggression in the United States: A meta-analysis

Cited by 97 publications

References 74 publications

A meta‐analytic review of social problem‐solving interventions in preschool settings

A meta‐analytic review of social problem‐solving interventions in preschool settings

What do we know about preventing school violence? A systematic review of systematic reviews

Child-focused psychosocial interventions for anger and aggression in children under 12 years of age

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