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Effectiveness of an Individual School-based Intervention for Children with Aggressive Behaviour: A Randomized Controlled Trial

Published online by Cambridge University Press:  12 July 2012

Sabine Stoltz ,
Monique van Londen ,
Maja Deković ,
Bram O. de Castro ,
Peter Prinzie  and
John E. Lochman
Sabine Stoltz*
Affiliation:
Utrecht University, The Netherlands
Monique van Londen
Affiliation:
Utrecht University, The Netherlands
Maja Deković
Affiliation:
Utrecht University, The Netherlands
Bram O. de Castro
Affiliation:
Utrecht University, The Netherlands
Peter Prinzie
Affiliation:
Utrecht University, The Netherlands
John E. Lochman
Affiliation:
University of Alabama, USA
*
Reprint requests to Sabine Stoltz, Research Centre Psychosocial Development in Context, Utrecht University, P.O. Box 80.140, 3508 TC Utrecht, The Netherlands. Email: [email protected]
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Abstract

Background: For elementary school-children with aggressive behaviour problems, there is a strong need for effective preventive interventions to interrupt the developmental trajectory towards more serious behaviour problems. Aim: The aim of this RCT-study was to evaluate a school-based individual tailor-made intervention (Stay Cool Kids), designed to reduce aggressive behaviour in selected children by enhancing cognitive behavioural skills. Method: The sample consisted of 48 schools, with 264 fourth-grade children selected by their teachers because of elevated levels of externalizing behaviour (TRF T-score > 60), randomly assigned to the intervention or no-intervention control condition. Results: The intervention was found to be effective in reducing reactive and proactive aggressive behaviour as reported by children, mothers, fathers or teachers, with effect sizes ranging from .11 to .32. Clinically relevant changes in teacher-rated externalizing behaviour were found: the intervention reduced behaviour problems to (sub) clinical or normative levels for significantly more children than the control condition. Some aspects of problems in social cognitive functioning were reduced and children showed more positive self-perception. Ethnic background and gender moderated intervention effects on child and teacher reported aggression and child response generation. Conclusions: The results of this study demonstrate the effectiveness on outcome behaviour and child cognitions of an individual tailor-made intervention across informants under real-world conditions.

Keywords

School-based interventionrandomized controlled trialreactive and proactive aggressionsocial cognitionsself-perception
Type
Research Article
Information
Behavioural and Cognitive Psychotherapy , Volume 41 , Issue 5 , October 2013 , pp. 525 - 548
Copyright
Copyright © British Association for Behavioural and Cognitive Psychotherapies 2012 

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