Managing aggression using cognitive-behavioral interventions: State of the practice and future directions

Behavioral Disorders

Volumn 30, Issue 3, 2005, Pages 227-240

  Smith, Stephen W ^a   Lochman, John E ^b   Daunic, Ann P ^a  

^a UNIVERSITY OF FLORIDA   (United States)

^b UNIVERSITY OF ALABAMA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 29144466414     PISSN: 01987429     EISSN: None     Source Type: Journal    
DOI: 10.1177/019874290503000307     Document Type: Article

References (81)

1. Abikoff, H. (1991). Cognitive training in ADHD children: Less to it than meets the eye. Journal of Learning Disabilities, 24, 205-209.
2. Alberto, P., & Troutman, A. (2001). Applied behavior analysis for teachers (6th ed.). Columbus, OH: Merrill.
3. Averill, J. R. (1982). Anger and aggression: An essay on emotion. New York: Springer-Verlag.
4. Barry, T. D., Dunlap, S. T., Cotton, S. J., Lochman, J. E., & Wells, K. C. (in press). The influence of maternal stress and distress on disruptive behavior problems in children, Journal of the American Academy of Child and Adolescent Psychiatry.
5. Barth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus, Journal of School Psychology, 42, 115-133.
6. Bloomquist, M. L., & Schnell, S. V. (2002). Helping children with aggression and conduct problems. New York: Guilford.
7. Capaldi, D. M., & Patterson, G. R. (1991). Relation of parental transitions to boys' adjustment problems: Mothers at risk for transitions and unskilled parenting. Developmental Psychology, 27, 489-504.
8. Conduct Problems Prevention Research Group (CPPRG) (1999). Initial impact of the Fast Track prevention trial for conduct problems: I. The high-risk sample. Journal of Consulting and Clinical Psychology, 67, 631-647.
9. Conduct Problems Prevention Research Group (CPPRG) (2002). Predictor variables associated with positive Fast Track outcomes at the end of third grade. Journal of Abnormal Child Psychology, 30, 37-52.
10. Connor, D. F. (2002). Aggression and antisocial behavior in children and adolescents. New York: Guilford.
11. Crick, N. R., & Werner, N. E. (1998). Response decision processes in relational and overt aggression. Child Development, 69, 1630-1639.
12. Daunic, A. P., & Smith, S. W. (2004). Classroom based cognitive-behavioral intervention to prevent aggression: Efficacy and social validity. Manuscript submitted for publication.
13. Dodge, K. A., Laird, R., Lochman, J. E., Zelli, A., & The Conduct Problems Prevention Research Group (2002). Multi-dimensional latent construct analysis of children's social information processing patterns: Correlations with aggressive behavior problems. Psychological Assessment, 14, 60-73.
14. Dodge, K. A., Lochman, J. E., Harnish, J. D., Bates, J. E., & Pettit, G. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106, 37-51.
15. Dush, D. M., Hirt, M. L., & Schroeder, H. E. (1989). Self-statement modification in the treatment of child behavior disorders: A meta-analysis. Psychological Bulletin, 106, 97-106.
16. D'Zurilla, T. J., & Goldfried, M. R. (1971). Problem solving and behavior modification, Journal of Abnormal Psychology, 78, 107-126.
17. D'Zurilla, T. J., & Nezu, A. M. (1980). A study of the generation-of-alternative process in social problem solving. Cognitive Therapy and Research, 4, 67-72.
18. Gladden, R. M. (2002). Reducing school violence: Strengthening student programs and addressing the role of school organizations. Review of Research in Education, 26, 263-299.
19. Goldstein, A. P. (1988). The prepare curriculum. Champaign, IL: Research Press.
20. Hinshaw, S. P. (2002). Prevention/intervention trials and developmental theory: Commentary on the Fast Track special section, Journal of Abnormal Child Psychology, 30, 53-59.
21. Information Needs Survey draws more than 3,000 responses (1997, Winter). News, Notes, and Quotes, 42(2), 6.
22. Kauffman, J. M. (2004). Characteristics of emotional and behavioral disorders of children (8th. ed.). Columbus, OH: Merrill-Prentice Hall.
23. Kazdin, A. E. (1978). History of behavior modification. Baltimore, MD: University Park Press.
24. Kendall, P. C. (1991). Guiding theory for therapy with children and adolescents. In P. C. Kendall, (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures. New York: Guilford.
25. Kendall, P. C. (1993). Cognitive-behavioral therapies with youth: Guiding theory, current status, and emerging developments. Journal of Consulting and Clinical Psychology, 61, 235-247.
26. Kendall, P. C., & Braswell, L. (1985). Cognitive-behavioral therapy for impulsive children. New York: Guilford.
27. Kendall, P. C., & MacDonald, J. P. (1993). Cognition in the psychopathology of youth and implications for treatment. In K. S. Dobson & P. C. Kendall (Eds.), Psychopathology and cognition. San Diego, CA: Academic Press.
28. Knitzer, J., Steinberg, Z., & Fleisch, B. (1990). At the schoolhouse door: An examination of programs and policies for children with behavioral and emotional problems. New York: Bank Street College of Education.
29. Kupersmidt, J. B., Griesler, P. C., DeRosier, M. E., Patterson, C. J., & Davis, P. W. (1995). Childhood aggression and peer relations in the context of family and neighborhood factors. Child Development, 66, 360-375.
30. Lahey, B. B., Waldman, I. D., & McBurnett, K. (2001). The development of antisocial behavior: An integrative causal model, Journal of Child Psychology and Psychiatry, 40, 669-682.
31. Larson, J., & Lochman, J. E. (2002). Helping school children cope with anger: A cognitive-behavioral intervention. New York: Guilford.
32. Leff, S. S., Power, T. J., Manz, P. H., Costigan, T. E., & Nabors, L. A. (2001). School-based aggression prevention programs for young children: Current status and implications for violence prevention. School Psychology Review, 30, 344-363.
33. Lochman, J. E. (1992). Cognitive-behavioral interventions with aggressive boys: Three-year follow-up and preventive effects, Journal of Consulting and Clinical Psychology, 60, 426-432.
34. Lochman, J. E. (2003). School contextual influences on the dissemination of interventions. School Psychology Review, 32, 174-177.
35. Lochman, J. E. (2004). Contextual factors in risk and prevention research. Merrill Palmer Quarterly, 50, 311-325.
36. Lochman, J. E., Burch, P. R., Curry, J. F., & Lampron, L. B. (1984). Treatment and generalization effects of cognitive behavioral and goal setting interventions with aggressive boys, Journal of Consulting and Clinical Psychology, 52, 915-916.
37. Lochman, J. E., & Curry, J. F. (1986). Effects of social problem-solving training and of self- instruction training with aggressive boys. Journal of Clinical Child Psychology, 15, 159-164.
38. Lochman, J. E., & Dodge, K. A. (1994). Social cognitive processes of severely violent, moderately aggressive, and nonaggressive boys. Journal of Consulting and Clinical Psychology, 62, 366-374.
39. Lochman, J. E., & Dodge, K. A. (1998). Distorted perceptions in dyadic interactions of aggressive and nonaggressive boys: Effects of prior expectations, context, and boys' age. Development and Psychopathology, 10, 495-512.
40. Lochman, J. E., Dunn, S. E., & Klimes-Dougan, B. (1993). An intervention and consultation model from a social cognitive perspective: A description of the Anger Coping Program. School Psychology Review, 22, 456-469.
41. Lochman, J. E., FitzGerald, D. P., Gage, S., Kanaly, K., Whidby, J., Barry, T. D., et al. (2001). Effects of a social-cognitive intervention for aggressive deaf children: The Coping Power Program, Journal of the American Deafness and Rehabilitation Association, 35, 39-61
42. Lochman, J. E., FitzGerald, D. P., & Whidby, J. M. (1999). Anger management with aggressive children. In C. Schaefer (Ed.), Short-term psychotherapy groups for children (pp. 301-349). Northvale, NJ: Jason Aronson.
43. Lochman, J. E., Lampron, L. B., Gemmer, T. C., Harris, S. R., & Wyckoff, G. M. (1989). Teacher consultation and cognitive behavioral interventions with aggressive boys. Psychology in the Schools, 26, 179-188.
44. Lochman, J. E., Nelson, W. M., & Sims, J. P. (1981). A cognitive behavioral program for use with aggressive children. Journal of Clinical Child Psychology, 10, 146-148.
45. Lochman, J. E., & Wayland, K. K. (1994). Aggression, social acceptance, and race as predictors of negative adolescent outcomes. Journal of the American Academy of Child and Adolescent Psychiatry, 33, 1026-1035.
46. Lochman, J. E., Wayland, K. K., & White, K. J. (1993). Social goals: Relationship to adolescent adjustment and to social problem solving. Journal of Abnormal Child Psychology, 21, 135-151.
47. Lochman, J. E., & Wells, K. C. (2002a). Contextual social-cognitive mediators and child outcome: A test of the theoretical model in the Coping Power Program. Development and Psychopathology, 14, 971-993.
48. Lochman, J. E., & Wells, K.C. (2002b). The Coping Power Program at the middle school transition: Universal and indicated prevention effects. Psychology of Addictive Behaviors, 16, S40-S54.
49. Lochman, J. E., & Wells, K. C. (2003). Effectiveness study of Coping Power and classroom intervention with aggressive children: Outcomes at a one-year follow-up. Behavior Therapy, 34, 493-515.
50. Lochman, J. E., & Wells, K. C. (2004). The Coping Power Program for preadolescent aggressive boys and their parents: Outcome effects at the one-year follow-up. Journal of Consulting and Clinical Psychology, 72, 571-578.
51. Lochman, J. E., Whidby, J. M., & FitzGerald, D. P. (2000). Cognitive-behavioral assessment and treatment with aggressive children. In P.C. Kendall (Ed.), Child and adolescent therapy: Cognitive-behavioral procedures (2nd ed., pp. 31-87). New York: Guilford.
52. Meichenbaum, D. H. (1977). Cognitive-behavior modification: An integrative approach. New York: Plenum Press.
53. Miller-Johnson, S., Coie, J. D., Maumary-Gremaud, A., Lochman, J., & Terry, R. (1999). Relationship between childhood peer rejection and aggression and adolescent delinquency severity and type among African American youth. Journal of Emotional and Behavioral Disorders, 7, 137-146.
54. Pardini, D. A., & Lochman, J. E. (2003).Treatments for oppositional defiant disorder. In M.A. Reinecke, F.M. Dattilio, & A. Freeman (Eds.), Cognitive therapy with children and adolescents: A casebook for clinical practice (pp. 43-69). New York: Guilford.
55. Patterson, G. R., & Stouthamer-Loeber, M. (1984). The correlation of family management practices and delinquency. Child Development, 55, 1299-1307.
56. Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992), Antisocial boys. Eugene, OR: Castalia.
57. Pepler, D. J., Craig, W. M., & Roberts, W. I. (1998). Observations of aggressive and nonaggressive children on the school playground. Merrill Palmer Quarterly, 44, 55-76.
58. Polsgrove, L., & Smith, S. W. (2004). Informed practice in teaching self-control to children with emotional and behavioral disorders. In R. B. Rutherford, M. M. Quinn, & S. R. Mathur, (Eds.), Handbook of research in emotional and behavioral disorders. New York: Guilford.
59. Robinson, T. R., Smith, S. W., & Miller, M. D. (2002). Effect of a cognitive behavioral intervention on responses to anger by middle school students with chronic behavior problems. Behavioral Disorders 27, 256-271.
60. Robinson, T. R., Smith, S.W., Miller, M. D., & Brownell, M. T. (1999). Cognitive behavior modification of hyperactivity-impulsivity and aggression: A meta-analysis of school-based studies. Journal of Educational Psychology, 91, 195-203.
61. Rose, L. C., & Gallup, A. M. (2004). The 36th annual Phi Delta Kappa/Gallup Poll of the public's attitude toward the public schools. Bloomington, IN: Phi Delta Kappa International.
62. Shure, M. (1993). I Can Problem Solve (ICPS): Interpersonal cognitive problem solving for young children. Early Child Development and Care, 96, 49-64.
63. Shure, M. (1997). Interpersonal cognitive problem solving: Primary prevention of early high-risk behaviors in the preschool and primary years. In G. Albee &T. Gullotta (Eds.), Primary prevention works (pp. 167-188). Thousand Oaks, CA: Sage.
64. Smith, S.W. (2002, August). Applying cognitive-behavioral techniques to social skills instruction (ERIC Digest No. E630). Arlington, VA: ERIC Clearinghouse on Disabilities and Gifted Education.
65. Smith, S. W., & Daunic, A. P. (2003). Tools forgetting along: Teaching students to problem solve (Technical Report#9). Gainesville, FL: University of Florida, Department of Special Education.
66. Smith. S. W., & Daunic, A. P. (2004). Research on preventing behavior problems using a cognitive-behavioral intervention: Preliminary findings, challenges, and future directions. Behavioral Disorders, 30, 72-76.
67. Smith, S. W., Siegel, E. M., O'Connor, A. M., & Thomas, S. B. (1994). Effects of cognitive-behavioral training on aggressive acts and anger behavior of three elementary-aged students. Behavioral Disorders, 19, 126-135.
68. Spivack, G., & Shure, M. B. (1974). Social adjustment of young children: A cognitive approach to solving real-life problems. San Francisco: Jossey-Bass.
69. Spivack, G., Platt, J., & Shure, M. B. (1976). The problem-solving approach to adjustment. San Francisco: Jossey-Bass.
70. Stephenson, J., Linfoot, K., & Martin, A. J. (2000). Behaviours of concern to teachers in the early years of school. International Journal of Disability, Development, and Early Education, 47, 225-235.
71. Stormshak, E. A., Bierman, K. L., Bruschi, C., Dodge, K. A., Coie, J. D., & the Conduct Problems Prevention Research Group (1999). The relation between behavior problems and peer preference in different classroom contexts. Child Development, 70, 169-182.
72. U.S. Department of Education (2003). 24th annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington DC: Author.
73. U.S. Surgeon General (2001). Youth violence: A report of the Surgeon General (Executive Summary). U.S. Department of Health and Human Services. Retrieved January 17, 2005, from http://www.surgeongeneral.gov/library/ youthviolence/sgsummary/summary.htm
74. van de Wiel, N. M. H., Matthys, W., Cohen-Kettenis, P., van Engeland, H. (2003). Cost effectiveness of the Coping Power Program with conduct disorder and oppositional defiant disorder children. Behavior Therapy, 34, 421-436.
75. Vitaro, F., Brendgen, M., Pagani, L., Tremblay, R. E., McDuff, P. (1999). Disruptive behavior, peer association, and conduct disorder: Testing the developmental links through early intervention. Development and Psychopathology, 11, 287-304.
76. Walker, H. M., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole Publishing.
77. Wehby, J. H., Symons, F. J., Canale, J. A., & Go, F. J. (1998). Teaching practices in classrooms for students with emotional and behavioral disorders: Discrepancies between recommendations and observations. Behavioral Disorders, 24, 51-56.
78. Weiss, B., Dodge, K.A., Bates, J. E., & Pettit, G. S. (1992). Some consequences of early harsh discipline: Child aggression and maladaptive social information processing style. Child Development, 63, 1321-1335.
79. Whalen, C. K., Henker, B., & Hinshaw, S. P. (1985). Cognitive-behavioral therapies for hyperactive children: Premises, problems, and prospects. Journal of Abnormal Child Psychology, 13, 391-410.
80. Williams, S. C., Lochman, J. E., Phillips, N. C., & Barry, T. D. (2003). Aggressive and non-aggressive boys' physiological and cognitive processes in response to peer provocations, Journal of Clinical Child and Adolescent Psychology, 32, 568-576.
81. Zelli, A., Dodge, K. A., Lochman, J. E., Laird, R. D., & the Conduct Problems Prevention Research Group (1999). The distinction between beliefs legitimizing aggression and deviant processing of social cues: Testing measurement validity and the hypothesis that biased processing mediates the effects of beliefs on aggression, Journal of Personality and Social Psychology, 77, 150-166.