Deficiencies in social competence constitute a significant problem for aggressive children. As a result, these children often experience difficulty interacting with peers in socially acceptable ways. Such problems are particularly exacerbated in the schoolyard, where rules are less defined and low levels of supervision prevail. The present study aimed to address this problem by evaluating the effectiveness of video-feedback and self-management interventions on the aggressive and prosocial behaviour of two primary school children, in a schoolyard context. A multiple baseline design across participants, with a reversal embedded for the second participant, was used to evaluate the effects of the interventions. Positive outcomes were achieved for both students. The study suggests that video feedback and self-management interventions may be a viable option for enhancing the social interaction of aggressive children in the schoolyard. The findings are discussed in the context of previous research and specific directions for further research.

Item Type:	Refereed Article
Research Division:	Education
Research Group:	Specialist studies in education
Research Field:	Special education and disability
Objective Division:	Education and Training
Objective Group:	Schools and learning environments
Objective Field:	Inclusive education
UTAS Author:	Sigafoos, J (Professor Jeffrey Sigafoos)
UTAS Author:	Green, VA (Dr Vanessa Green)
ID Code:	39254
Year Published:	2005
Deposited By:	Education
Deposited On:	2006-04-05
Last Modified:	2006-04-05
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