Citation

Ninness HA, Ellis J, Miller WB, Baker D, Rutherford R. Behav. Modif. 1995; 19(4): 464-490.

Affiliation

School Psychology and Behavior Analysis Program, Stephen F. Austin State University, Nacogdoches, TX 75962, USA.

Copyright

(Copyright © 1995, SAGE Publishing)

DOI

unavailable

PMID

7487866

Abstract

An aggression replacement and self-management training package reduced the frequency of aggressive behavior among four junior high adolescents identified as seriously emotionally disturbed (SED). During baseline sessions, the students were covertly filmed as they stood unsupervised in front of the school cafeteria. The four subjects engaged in aggressive behavior during 50% of the filmed intervals. These episodes involved provocation by other students, self-initiated provocation, or continuing interaction between students once an aggressive episode had begun. Treatment procedures included instruction, modeling, and role playing of aggression replacement skills. Self-management training included self-assessment, self-recording, and self-reinforcement. Following an 8-week period, subjects demonstrated substantial improvement in prosocial skills without supervision. During reversal-to-baseline conditions, aggressive behavior increased; however, reinstating treatment conditions brought a return to prosocial behavior. Outcomes suggest that aggressive replacement skills may transfer and sustain more adequately using self-management.

Language: en