Effects of Brief Verbal Instructions on Aggression: A Replication in a Head Start Setting

ABSTRACT

The present study attempted to replicate the findings of the Zahavi and Asher(1978)study with Head Start preschoolers. Using a normative sample of preschool children, these authors found that brief oral instructions decreased observed aggressive behavior and increased observed positive behavior. In addition to the use of an at-risk sample, our replication efforts expanded the Zahavi and Asher (1978) study by adding teacher ratings of prosocial and externalizing behavior to behavioral observations and assessing at pre-treatment, post-treatment, and one-month follow-up periods. Limited support for the effectiveness of brief oral instructions was found. Specifically, teacher ratings revealed significant improvements in treated children's prosocial skills from pre-treatment to post-treatment that were maintained at the one-month follow-up. Although encouraging findings emerged between the post-and one-month follow-up assessments, the lack of concomitant significant post-treatment changes rendered them difficult to interpret. Thus, no firm conclusion could be reached as to whether the significant improvements in observed positive and negative behavior evinced across this period were actually due to treatment. The possibility that these findings reflect a delayed, or “sleeper,” effect that is sometimes found in such instructional interventions is discussed along with recommendations for future research.

KEYWORDS:

• Preschool
• Head Start
• social skills training
• prosocial behavior
• aggression
• externalizing behavior