School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice
School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice
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DOI：
10.1007/s12310-018-9269-0
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发表时间：
2019-03-01
影响因子：
2.6
通讯作者：
Babinski, Dara E.
中科院分区：
文献类型：
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作者：
Waschbusch, Daniel A.;Breaux, Rosanna P.;Babinski, Dara E.
学生的攻击性和挑衅行为会让学校、教师和学生付出高昂的代价。在本文中，我们总结了荟萃分析、系统评价和荟萃评价的结果，这些荟萃评价检查了学校对学生攻击性和挑衅行为的干预措施。审查结果表明，以学校为基础的干预措施对攻击性和反抗行为产生显着但较小的积极影响，而实施质量较高的干预措施则产生更大的影响。行为和认知行为技术是几乎所有有效学校干预措施的关键组成部分，无论干预措施是学生导向的还是教师/环境导向的。简要总结了利用健康青年发展蓝图和有效信息交换所数据库确定的具有经验支持的具体干预措施。最后，为考虑对攻击性和反抗行为进行学校干预的学校提出了建议，并概述了未来研究的重要优先事项。
Aggressive and defiant behaviors in students are costly to schools, teachers, and students. In this paper, we summarize findings from meta-analyses, systematic reviews, and meta-reviews that examined school-based interventions for aggressive and defiant behaviors in students. Results of the review suggest that school-based interventions produce significant but small positive effects on aggression and defiance, with larger effects for interventions that are implemented with higher quality. Behavioral and cognitive behavioral techniques are key components of nearly all effective school interventions, whether interventions are student-directed or teacher-/environment-directed. Specific interventions with empirical support, as identified using the Blueprints for Healthy Youth Development and What Works Clearinghouse databases, are briefly summarized. Finally, recommendations are made for schools considering a school intervention for aggression and defiance, and important priorities for future research are outlined.