School-based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

Linda A. Reddy, Courtney Anne De Thomas, Erik Newman, Victoria Chun

Research output: Contribution to journalArticlepeer-review

24 Scopus citations

Abstract

School practitioners andeducators are frequently challenged by the diverse and pervasive academic, social, and behavioral needs of children at risk for and with emotional disturbance. The present article examines the outcome literature on school-based prevention and intervention programs by systematically reviewing the key treatment interventions and methodology used. A total of 29 investigations including 1,405 children and adolescents were reviewed and coded on 41 variables across three dimensions (i.e., sample characteristics, treatment components, and methodology). Single subject and group design studies were included. Behavioral and/or cognitive behavioral treatment approaches were primary used. Deficit-based assessment and treatment approaches (i.e., problem behaviors) were predominately used in the outcome literature with few investigations incorporating strength-based outcome approaches. Findings are discussed in relation to previous research.

Original languageEnglish (US)
Pages (from-to)132-153
Number of pages22
JournalPsychology in the Schools
Volume46
Issue number2
DOIs
StatePublished - Feb 2009

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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