Citation

Quinn MM. Educ. Treat. Child. 2002; 25(4): 380-395.

Copyright

(Copyright © 2002, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

This study examined the effectiveness of using a structured cooperative learning approach to increase appropriate behaviors of young boys who were identified as being at risk for the development of antisocial behavior patterns. Students received a six-week cooperative learning intervention using positive peer role models to teach interpersonal problem-solving skills through the combined use of cognitive and behavioral techniques.

RESULTS show a significant increase in academic engaged time; however, the intervention failed to produce significantly lower rates of externalizing antisocial behaviors or negative playground interactions.

Language: en