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School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice

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Abstract

Aggressive and defiant behaviors in students are costly to schools, teachers, and students. In this paper, we summarize findings from meta-analyses, systematic reviews, and meta-reviews that examined school-based interventions for aggressive and defiant behaviors in students. Results of the review suggest that school-based interventions produce significant but small positive effects on aggression and defiance, with larger effects for interventions that are implemented with higher quality. Behavioral and cognitive behavioral techniques are key components of nearly all effective school interventions, whether interventions are student-directed or teacher-/environment-directed. Specific interventions with empirical support, as identified using the Blueprints for Healthy Youth Development and “What Works Clearinghouse” databases, are briefly summarized. Finally, recommendations are made for schools considering a school intervention for aggression and defiance, and important priorities for future research are outlined.

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Notes

  1. Throughout this paper, we conceptualize AD broadly because this is what is done in school intervention studies. However, we excluded studies that specifically examined bullying or off-task behavior because these are covered in other articles of this special issue.

  2. We use the universal/targeted/indicated framework because this is most common in the reviewed studies.

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  1. Department of Psychiatry, Penn State Hershey Medical Center, 500 University Drive, Hershey, PA, 17033, USA

    Daniel A. Waschbusch, Rosanna P. Breaux & Dara E. Babinski

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  1. Daniel A. Waschbusch
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Waschbusch, D.A., Breaux, R.P. & Babinski, D.E. School-Based Interventions for Aggression and Defiance in Youth: A Framework for Evidence-Based Practice. School Mental Health 11, 92–105 (2019). https://doi.org/10.1007/s12310-018-9269-0

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