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Cited by 39Bullying, Victimization, and AggressionBehavioral and Psychological StudiesEarly Childhood Education and Development

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The Effects of School-Based Social Information Processing Interventions on Aggressive Behavior, Part II: Selected/Indicated Pull-Out Programs

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Wilson, Sandra Jo, Lipsey, Mark W.·2006·Campbell Systematic Reviews: Better Evidence for a Better World
DOI 10.4073/csr.2006.6
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Abstract

This Campbell systematic review examines the effects of school-based social information processing interventions on the aggressive and disruptive behavior of school-age children specifically targeted for attention because they are judged to be at risk for such behavior (selected) or already engaged in early versions of such behavior (indicated). Program effects are examined overall and in relation to methodological and substantive differences across studies. The search strategy identified 68 eligible reports, which reported the results of 47 unique research studies. The researchers conclude that children who participate in this type of education programme exhibit less aggressive and disruptive behaviour than children who do not participate.

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  • A meta-analysis by Wilson and Lipsey indicated positive reductions in aggressive and disruptive behavior of students participating in Secondary/Tier 2 social information processing interventions.

    “For example, a meta-analysis by Wilson and Lipsey (2006) indicated positive reductions in aggressive and disruptive behavior of students participating in Secondary/Tier 2 social information processing interventions that included general cognitive-behavioral, anger management, social problem solving, perspective taking, and behavior modification modalities.”

    From Evaluating the Zones of Regulation® intervention to improve the self-control of elementary students (2020) · cites this paper as Wilson and Lipsey (2006)

    The readable title in the Abstract section identifies a paper about school-based social information processing pull-out programs and aggressive behavior. The remaining passages in our copy are garbled; searches for reductions in aggressive or disruptive behavior and for the named intervention modalities did not yield readable findings. The claimed result therefore cannot be checked against our copy. (LLM, conf=0.72)

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Metadata

Authors
Wilson, S. J., & Lipsey, M. W.
Affiliations
Vanderbilt University (US)
Corresponding author
Wilson, Sandra Jo
ORCID
Venue
Campbell Systematic Reviews: Better Evidence for a Better World
Publisher
SAGE Publications
Published
2006-03-16
Volume
2
Issue
1
ISSN
1891-1803 (ISSN-L)
DOI
10.4073/csr.2006.6
OpenAlex
W2560982458
Cited by
39
References
4
Citations by year
2025: 1 · 2023: 1 · 2022: 1 · 2021: 3 · 2020: 2 · 2019: 1 · 2018: 1 · 2017: 1 · 2016: 5 · 2015: 4 · 2014: 2 · 2013: 4 · 2012: 6
FWCI
1.83
Type
journal article
Language
en
Open access
Licence
Locations
  • Campbell Systematic Reviews (publishedVersion, cc-by)
  • Campbell Systematic Reviews (cc-by)
Funders
  • The National Institute of Mental Health, USA
  • The National Institute of Justice, USA
  • William T. Grant Foundation, USA
  • Laboratory for Student Success, Center for Research in Human Development and Education, Temple University USA
Topics
  • Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
aggression, disruptive behavior, school-based intervention, pull-out programs, vulnerable children, elementary school students, intervention effectiveness

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