How effective are targeted interventions for externalizing behavior when delivered in primary schools?

ABSTRACT

The current review explored effective school-based intervention for children with behavioral difficulties in mainstream primary schools. A search of the literature identified 17 journal articles that investigated a variety of targeted individual and group interventions to address externalizing behaviors. Target behaviors addressed included both promoting positive and reducing negative behaviors. Interventions included antecedent- or consequent-based approaches, behavioral contracts, check-in/check-out strategies, and social-emotional programs. Studies were evaluated and critiqued according to Gough’s (2007) “Weight of Evidence” Framework. Convincing support for the effect of intervention on externalizing behavior was found, particularly in terms of outcomes for increased positive behaviors. Intervening to improve positive outcomes for children with externalizing behavior difficulties appears both feasible and economical.

KEYWORDS:

• behavioral intervention
• child
• intervention
• elementary school
• behavior

Additional information

Notes on contributors

Kim M. O’Connor

Kim M. O’Connor After completing a degree in English Literature, Kim initially worked as a secondary school teacher. In 2016, Kim completed the Doctorate in Educational and Child Psychology at University College London. She currently works as an Educational and Child Psychologist at the Royal Borough of Greenwich.

Ben Hayes

Ben Hayes Ben completed his Doctorate in Educational Psychology at University College London in 2008. He has worked in Kent since qualifying, in a number of different roles as senior practitioner, supervisor and fieldwork consultant for trainees on the Doctorate in Educational and Child Psychology and senior educational psychologist.