School-based prevention and intervention programs for children with emotional disturbance: A review of treatment components and methodology

摘要: Schoolpractitionersandeducatorsarefrequentlychallengedbythediverseandpervasiveacademic, social, and behavioral needs of children at risk for with emotional disturbance. The present article examines the outcome literature on school-based prevention intervention programs by systematically reviewing key treatment interventions methodology used. A total 29 investigations including 1,405 adolescents were reviewed coded 41 variables across three dimensions (i.e., sample characteristics, components, methodology). Single subject group design studies included. Behavioral and/or cognitive approaches primary Deficit-based assessment problem behaviors) predominately used in few incorporating strength-based approaches. Findings are discussed relation to previous research. C � 2008 Wiley Periodicals, Inc.