ERIC Number: ED457182
Record Type: RIE
Publication Date: 2001
Effectiveness of Cognitive-Behavioral Therapy in Reducing Classroom Disruptive Behaviors: A Meta-Analysis.
Ghafoori, Bita; Tracz, Susan M.
A meta-analysis was conducted to evaluate the success of cognitive-behavioral therapy in reducing disruptive behaviors exhibited by school-age children in a school setting. Twenty-seven articles about studies using cognitive-behavioral therapy and a teacher measure of disruptive behavior were analyzed critically, and appropriate outcome measures were included in the analysis. Meta-analysis of these studies revealed that children who received cognitive-behavioral therapy displayed fewer disruptive behavior problems than did children who did not receive a cognitive-behavioral intervention. Cognitive-behavioral therapy used in conjunction with teacher-implemented contingencies was not found to be more effective in reducing disruptive behavior than cognitive-behavioral therapy alone. Also, no global difference in disruptive behavior was found relative to treatment administered in a school setting as compared to other settings. A difference in level of disruptive behavior was found with respect to the following factors: ethnicity, diagnosis, and socioeconomic status. (Contains 77 references.) (Author)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: N/A