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Direct linkGraham, Sandra; Taylor, April; Hudley, Cynthia – Urban Education, 2015
A 12-week, 32-lesson afterschool intervention was conducted with third-to fifth-grade urban African American boys classified as aggressive. Grounded in attribution theory and organized around the construct of perceived responsibility in self and others, the intervention focused on increasing both social skills and academic motivation. Participants…
Descriptors: Males, African Americans, Aggression, Intervention
Yeager, David Scott; Trzesniewski, Kali H.; Dweck, Carol S. – Child Development, 2013
Adolescents are often resistant to interventions that reduce aggression in children. At the same time, they are developing stronger beliefs in the fixed nature of personal characteristics, particularly aggression. The present intervention addressed these beliefs. A randomized field experiment with a diverse sample of Grades 9 and 10 students (ages…
Descriptors: Adolescents, Aggression, Intervention, Personality Theories
Simonsen, Brandi; Britton, Lisa; Young, Dale – Journal of Positive Behavior Interventions, 2010
Students with disabilities who display serious (e.g., dangerous) problem behaviors are frequently educated in alternative school settings. Although there is considerable research on intervention approaches (e.g., function-based support) to support individual students with challenging behaviors, there is a lack of research on schoolwide…
Descriptors: Nontraditional Education, Intervention, Aggression, Behavior Disorders
Frank, Jennifer L.; Bose, Bidyut; Schrobenhauser-Clonan, Alex – Journal of Applied School Psychology, 2014
This study aimed to assess the effectiveness of a universal yoga-based social-emotional wellness promotion program, Transformative Life Skills, on indicators of adolescent emotional distress, prosocial behavior, and attitudes toward violence in a high-risk sample. Participants included 49 students attending an alternative education school in an…
Descriptors: Program Effectiveness, Social Development, Emotional Development, Emotional Response
Dunlap, Glen; Carr, Edward G.; Horner, Robert H.; Koegel, Robert L.; Sailor, Wayne; Clarke, Shelley; Koegel, Lynn Kern; Albin, Richard W.; Vaughn, Bobbie J.; McLaughlin, Darlene Magito; James, Kim Mullen; Todd, Anne W.; Newton, J. Stephen; Lucyshyn, Joseph; Griggs, Peter; Bohanon, Hank; Choi, Jeong Hoon; Vismara, Laurie; Minjarez, Mendy Boettcher; Buschbacher, Pamelazita; Fox, Lise – Behavioral Disorders, 2010
A major goal of positive behavior support (PBS) is to produce broad-based, long-term improvements in adaptive behavior; however, the empirical base, at present, is mainly composed of relatively short-term studies carried out in circumscribed contexts. Therefore, a need exists for reliable data that can inform the field regarding the comprehensive…
Descriptors: Intervention, Quality of Life, Behavior Modification, Rating Scales
Download full textHudley, Cynthia – 2001
This paper reports findings from a longitudinal study that investigated ways in which a comprehensive youth development program could support social and academic competence and reduce aggression in middle childhood for students living in public housing. Children residing in public housing complexes in southern California who participated in a 4H…
Descriptors: Academic Achievement, Adolescents, After School Programs, Aggression
Daly, Laura A.; Perez, Linda M. – Early Childhood Research & Practice, 2009
This article examines the play behavior of 70 preschool children and its relationship to television violence and regulatory status. Linear regression analysis showed that violent program content and poor self-regulation were independently and significantly associated with overall and physical aggression. Advanced maternal age and child age and…
Descriptors: Play, Prosocial Behavior, Violence, Aggression
Peer reviewedPiatigorsky, Auran; Hinshaw, Stephen P. – Journal of Abnormal Child Psychology, 2004
To investigate the role of psychopathic traits in a clinical and comparison sample, we obtained dimensional California Child Q-Set (CCQ) personality profiles for 66 preadolescent boys with attention-deficit/hyperactivity disorder (ADHD) and 56 comparison boys during naturalistic summer programs and correlated each boy's CCQ profile with an…
Descriptors: Peer Acceptance, Summer Programs, Rejection (Psychology), Males
