School-Based Interventions for Middle School Students with Disruptive Behaviors: A Systematic Review of Components and Methodology

Autor/inn/en	Alperin, Alexander; Reddy, Linda A.; Glover, Todd A.; Bronstein, Briana; Wiggs, Nicole B.; Dudek, Christopher M.
Titel	School-Based Interventions for Middle School Students with Disruptive Behaviors: A Systematic Review of Components and Methodology
Quelle	(2021), (27 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Alperin, Alexander) ORCID (Reddy, Linda A.) ORCID (Glover, Todd A.) ORCID (Bronstein, Briana) ORCID (Wiggs, Nicole B.) ORCID (Dudek, Christopher M.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Student Behavior; Behavior Problems; Intervention; Program Effectiveness; Research Methodology; Behavior Modification; Sampling; Student Characteristics; Classroom Environment; Reinforcement; Positive Behavior Supports; Self Management; Skill Development; Peer Influence; Classroom Techniques + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Student behaviour; Schülerverhalten; Research method; Forschungsmethode; Behaviour modification; Verhaltensänderung; Klassenklima; Unterrichtsklima; Positive Verstärkung; Selbstmanagement; Kompetenzentwicklung; Qualifikationsentwicklung; Klassenführung
Abstract	This is the first systematic review of the school outcome literature for behavior interventions used with middle school students exhibiting disruptive behaviors. A total of 51 investigations (published between 2000 and 2020) including 6,498 students and 264 implementers were coded on four dimensions (i.e., sample, interventions, methodology, and outcomes). This review examined intervention effects on implementer and student outcomes, yielding small to large positive effects. Strengths of the reviewed studies included the specification of student characteristics, operationalization of implementers' professional development, and assessment of intervention fidelity. Most studies used single-case designs or randomized controlled trial experimental designs to evaluate the effectiveness of the interventions. Weaknesses included an absence of student diagnostic information; lack of data on implementers, attrition, and follow-up; and inadequate use of parent involvement. School practitioners should be mindful of developmental challenges and consider targets and barriers to implementation. Additional large-scale, rigorous experimental designs are warranted. [This is the online version of an article published in "School Psychology Review."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01