Cognitive-behavioral intervention with aggressive boys: three-year follow-up and preventive effects.

This study examined the longer term preventive effects of a school-based intervention with boys referred by classroom teachers as highly aggressive and disruptive. Three years after intervention, boys who had received an anger coping (AC) program were compared with a group of untreated boys. The AC boys had lower rates of drug and alcohol involvement and had higher levels of self-esteem and social problem-solving skills. The AC boys were not significantly different from previously nonaggressive boys on these variables at follow-up. Although the overall intervention did not have longer term effects on delinquency rates or classroom behavior, a subset of boys who also received booster sessions did display maintenance of certain classroom behavior improvement. Implications for intensification of cognitive-behavioral interventions are discussed.