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Client characteristics associated with behavior change for treated and untreated aggressive boys
Journal of Abnormal Child Psychology
|December 1, 1985
Summary
Cognitive behavioral interventions effectively reduced aggression in disruptive boys. Treatment was most impactful for students with higher initial aggression and behavioral needs.
Area of Science:
- Child Psychology
- Behavioral Science
- Educational Psychology
Background:
- Aggressive and disruptive behaviors in school-aged boys pose significant challenges.
- Understanding the characteristics of aggressive boys is crucial for effective intervention.
- Previous research highlights the need for targeted behavioral strategies.
Purpose of the Study:
- To examine the relationship between subject characteristics and behavioral changes in aggressive boys.
- To evaluate the effectiveness of cognitive-behavioral interventions for disruptive youth.
- To identify predictors of treatment success in aggressive male students.
Main Methods:
- Seventy-six aggressive fourth- to sixth-grade boys were assigned to control, anger-coping, or goal-setting treatment groups.
- Cognitive behavioral procedures formed the basis of the anger-coping intervention.
- Behavioral changes were assessed over one school year.
Main Results:
- Higher initial rates of disruptive behavior predicted greater reductions in classroom conduct.
- Poor social problem-solving skills predicted greater reductions in parental aggression ratings.
- Somatic symptoms and peer rejection predicted aggression reduction in some, but not all, treatment groups.
Conclusions:
- Cognitive-behavioral treatment demonstrated significant impact on reducing aggressive behaviors in boys.
- The intervention appeared most effective for boys with the greatest initial need.
- Initial problem-solving skills and self-esteem were associated with spontaneous improvement in the no-treatment group.
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