A Study of the Efficacy of Computerized Skill Building for Adolescents: Reducing Aggression and Increasing Pro-Social Behavior.

Autor/inn/en	Stern, Robin; Repa, J. Theodore
Titel	A Study of the Efficacy of Computerized Skill Building for Adolescents: Reducing Aggression and Increasing Pro-Social Behavior.
Quelle	(2000), (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Adolescents; Aggression; Behavior Change; Computer Assisted Instruction; Courseware; Grade 7; Grade 8; Instructional Design; Instructional Effectiveness; Intermode Differences; Middle Schools; Pilot Projects; Prosocial Behavior; Role Playing; Student Behavior; Teacher Role; Urban Areas + Suchen Sie Ihr Suchwort? Schulleistung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Computer based training; Computerunterstützter Unterricht; Lernsoftware; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Lesson concept; Lessonplan; Unterrichtsentwurf; Unterrichtserfolg; Middle school; Mittelschule; Mittelstufenschule; Pilot project; Modellversuch; Pilotprojekt; Rollenspiel; Student behaviour; Schülerverhalten; Lehrerrolle; Urban area; Stadtregion
Abstract	This article describes a pilot study that evaluated the efficacy of a computer-based, behavioral skill-building program in reducing aggression and improving academic performance among middle school students. The program is Ripple Effects'"Relate for Teens," a media rich, interactive application based on combining a proprietary learning system with research-proven strategies for shaping social behavior. The study involved three groups of diverse seventh and eighth graders from a New York City public school--2 experimental groups of 17 students each and 1 control group of 23 students--over a 12-week period. One experimental group used the program as a stand-alone intervention; the other had the additional intervention of teacher-facilitated role-plays and discussion. The study examined whether the program worked in changing social behavior under either condition and whether it impacted academic performance. Results indicate that students in both experimental groups showed less aggressive behavior and more pro-social behavior when compared with the control group. Students in both experimental groups also had fewer referrals to remedial summer school. An unexpected finding was that students who used the program without teacher intervention and role-plays had greater increases in pro-social behavior and greater reduction in aggressive behaviors. However, the group with added teacher intervention had fewer remedial summer school referrals. A student observation assessment tracking form is appended. (MES)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC