School-based interventions for aggressive and disruptive behavior: update of a meta-analysis.

By S. Wilson, Mark Lipsey. American Journal of Preventive Medicine, 2007

852 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8dae4b64804974d542b819eca6b8393ee458307a

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Citations in the corpus

Effectiveness of Programs to Prevent School Bullying (2007, neutral): “There are a number of existing reviews of school violence programs and school-based interventions for aggressive behavior (e.g. Howard et al., 1999; Mytton et al., 2006; Wilson et al., 2003; Wilson & Lipsey, 2007).”
The impact of trial stage, developer involvement and international transferability on universal social and emotional learning programme outcomes: a meta-analysis (2016, methodology): “Outcome variables were classified on the basis of prior work in this area (eg Durlak et al., 2011; Sklad et al., 2012; Weare & Nind, 2010; Wilson & Lipsey, 2007) with some minor adaptation to fit with the obtained literature and the adopted conceptual framework from Denham (2005).”
Social-Emotional Learning Program to Reduce Bullying, Fighting, and Victimization Among Middle School Students With Disabilities (2015, background): “Therefore, it has been argued that these behaviors may be a manifestation of the students’ disability, which may constitute further or more intensive special education programming (Rose & Espelage, 2012).”
Promoting Positive Youth Development Through School-Based Social and Emotional Learning Interventions: A Meta-Analysis of Follow-Up Effects. (2017, result): “The result could be seen to offer empirical support to an extensive research base in the promotion and prevention literature emphasizing the particular importance of skill training (i.e., competency enhancement) in improving the adjustment of youth (e.g., Durlak, 2014; Wilson & Lipsey, 2007).”
Social-Emotional Competence: An Essential Factor for Promoting Positive Adjustment and Reducing Risk in School Children. (2017, background): “Similarly, in their metaanalysis of school-based psychosocial interventions, Wilson and Lipsey (2007) classified programs according to whether they used an anger management, social problem solving, or social skills training reflecting a behavioral, cognitive, or interpersonal approach.”
Conduct Disorder, Aggression and Delinquency (2009, neutral): “Gottfredson, & Najaka, 200 I: Wilson & Lipsey, 2007).”
The Incredible Years Teacher Classroom Management Training: The Methods and Principles That Support Fidelity of Training Delivery (2011, background): “Convincing evidence exists that high program delivery fidelity is predictive of significant positive outcomes across a number of different EBPs, notably parent training programs (Eames et al., 2009; Henggeler, Schoenwald, Liao, Letourneau, & Edwards, 2002; Wilson & Lipsey, 2007).”
How to select, calculate, and interpret effect sizes. (2009, methodology): “Higher ESs are usually attained on assessments of knowledge, attitudes and social and cognitive skills than on measures of behavior, peer sociometric status, or academic achievement (Durlak & Wells, 1997; Haney & Durlak, 1998; Wilson & Lipsey, 2007).”
Efficacy of Schoolwide Programs to Promote Social and Character Development and Reduce Problem Behavior in Elementary School Children. Report from the Social and Character Development Research Program. NCER 2011-2001. (2010, methodology): “Meta-analyses have been used as one approach to summarizing the effectiveness of universal programs on behavior by clustering outcomes by conceptual domains (e.g., aggression, disruptive behavior; Wilson and Lipsey 2007).”
Delinquency and Recidivism (2014, background): “…individually targeted interventions including training in behavioral strategies, social skills training and peer mediation have proven effective (Wilson & Lipsey, 2007), combining universal and individually targeted interventions for at-risk populations appears to be the most promising approach…”
Mindsets That Promote Resilience: When Students Believe That Personal Characteristics Can Be Developed (2012, background): “As Yeager and Walton (2011) have argued, scaling up socialpsychological interventions is not as simple as delivering the same worksheets and workshops to more students.”