A DIRECT
SCHOOL
INTERVENTION PROGRAM
NEIL
&I.
KIRSCHNER
AND
LOUIS
LEV IN^
FOR
THE iLIODIFICATION
OF
AGGRESSIVE BEHAVIOR’
Bowling Green State University
Uiiiversity
of
Maryland
Although the process
of
defining the role
of
the school psychologist still con-
tinues, it is clear that he
is
leaving the role of “tester” and is now being expected
to assume more responsibility in the implementation of service and treatment
programs to the school population (Bardon,
1968;
Bernauer and Jackson,
1974).
As part of this Zeitgeist, many school psychologists are being required to provide
direct treatment services and their credibility
as
productive and useful members
of
the school community depends on the outcomes of these interventions. This
situation poses a real problem to the itinerant psychologist who is expected to
provide these direct services to
a
large number of students in a large number
of
schools in which he spends only a limited amount of time. While employed by
the public school system
of
Baltimore City, the authors were each assigned to
provide services to five large elementary schools. In response to this demand, a
direct intervention program was constructed that (a) allowed for the treatment
of
a relatively large number of children, and
(b)
proved to be effective in facilitating
target behaviors.
The target population of the program were those children ages
10-13
who were
defined by the school
staff
as highly aggressive. They engaged in such behaviors
as fighting during class and lunch periods, threatening other students, frequently
hitting other students in
a
playful manner, teasing and outright refusing to follow
their teacher’s instructions. Often, after observing these students, it appeared that
they were just “turned
off”
academically and were passing the day by getting into
trouble. Many of these students spent
a
large amount of time in the principal’s
ofice
for
disciplinary reasons. They had often been suspended from school and
they were often achieving academically below their grade placement. Furthermore,
a large number of these children had a history of having to repeat
at
least one
grade. In addition, these children t,ypically scored at least within the low average
range
(80-90)
on both group and individual intelligence tests. The above descrip-
tion clearly defines
a
population that can be found in most elementary schools.
A group treatment program was constructed to decrease the frequency of aggres-
sive behavior in these children,
so
that they would bc able to benefit more from
the academic curriculum in the classroom. The initial stage of the program con-
sisted of obtaining nominations from the school principal of aggressive students
and then interviewing cach nominatcd student’s teacher. During these teacher
interviews, the format of thc program was outlined and the teacher’s cooperation
was
solicitcd. Although many of thc t,cachers were grateful for any help they could
gct in the rnanagcmcnt
of
thc noniiriat.cd student, each author met with
a
subsample
of
teachers who appeared convinced that “this
was
a
hopeless case” and the only
solution was the pcrmancnt rcmovd of this child from the classroom. Although no
‘The
(I:L(:L
repor(cd
in
{his
p:q)er
were c,olloc:I.etJ whilo
bo1,Ii
siil.hors
were associated with
the
The
:tii!hors
worild like
to
hnk
Mrs.
Floreiioe
Udcl,
Principal
of
P.
S.
04,
Ballimore <:ity,
JXvisinn
of
Special Services, 13aIt~i1iio1~e CilJy Public:
S~-hools,
Ihltimore, Maryland.
M:tryland,
for
her cooperation
during
the sludy
reporled
in
this
paper.
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