Examining the Contribution of “Hot” Versus “Cool” Executive Functions for Predicting Reactive and Proactive Aggression in Elementary Students
Brian Barber
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The purpose of this study was to explore whether EF skills related to behavior regulation (hot) versus metacognition (cool) differentially predicted reactive versus proactive aggression in elementary aged children. Using a recent conceptualization of EF distinguishing behavior-regulative (hot) and metacognitive (cool) aspects, teacher ratings of students’ EF skills are used to predict risk for proactive and reactive aggression.Results indicate that deficiencies in hot EF skills increase level of risk for both reactive and proactive aggression, and that deficiencies in cool EF skills decrease level of risk for proactive aggression. Further, specific combinations of hot and cool EFs predict proactive versus reactive types. |
Verbal Aggression in School Settings: Implications for Students with Emotional and Behavioral Disorders.
Greg Taylor
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The purpose of this study is to gather an estimate of the incidence and prevalence of verbal aggression in classrooms of children with emotional and behavior disorders, assess teacher attitudes and beliefs of verbal aggression, as well as, identify current strategies, interventions, and their perceived effectiveness.Collected online using a survey of teachers who serve students with EBD, the results provide requisite information filling in critical gaps in knowledge relative to VA in schools among students with EBD, allow for the on-going refinement of conceptual frameworks for VA, and build a foundation for further research endeavors such as the creation and testing of efficacious interventions using the cognitive behavioral approach. |
School-Based Cognitive-Behavioral Interventions in the Treatment of Aggression:
A Meta-Analysis
Tia Barnes, Doctoral Student (Special Education)
The purpose of this study is to analyze data on the efficacy of cognitive-behavioral interventions (CBIs) delivered in schools over the last 18 years to decrease student aggression. CBIs stem from a combination of behavior therapy and cognitive strategies and are used to provide individuals with the cognitive framework and skills needed to appropriately resolve interpersonal conflicts. Using 24 studies, we are examining and comparing the effectiveness of school-based CBIs (1) implemented by school personnel vs. nonschool personnel, and (2) delivered in whole class vs. small group settings. We will also examine moderators including quality of methodology and program implementation and racial/ethnic composition of the study sample.
Teachers’ Concerns Regarding the Implementation and Continued Use of an Evidence-Based Educational Practice.
Mallory Becker, Ph.D.
The purpose of this study was to identify teachers’ concerns about implementing Tools for Getting Along (TFGA) and to examine if they continued the practice over time. We used a mixed-method design to examine how teachers’ concerns contribute to or impede the adoption and sustainability of the intervention. The results of this study suggest that sustainability of TFGA can be influenced by the concerns of those prepared to use it. Those looking to establish the implementation and sustainability of TFGA first need to provide clear demonstration of how its use can be responsive to a range of teachers’ concerns in areas unrelated to the practice, such as their sense of self, the feasibility of the task, and/or the impact of the innovation on student outcomes. Addressing the individual concerns of teachers could likely lead to a more sustained use of TFGA, especially if teachers are asked about their concerns with implementation early and often in the adoption process.
Graduate Student Award for Excellence in Social Emotional Learning Research American Educational Research Association, Social and Emotional Learning Special Interest Group (AERA-SEL SIG)
