Martín Retuerto Diego, Ros Martínez de Lahidalga Iker, Ibañez Lasurtegui Irantzu
Faculty of Education and Sports, University of the Basque Country (EHU/UPV), 01006 Vitoria-Gasteiz, Spain.
Eur J Investig Health Psychol Educ. 2020 Oct 16;10(4):995-1009. doi: 10.3390/ejihpe10040070.
The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.
本研究的目的是回顾现有的关于减少小学生破坏性行为的研究和项目的国际文献。为此，根据PRISMA-ScR，在六个数据库中进行了混合系统评价，以获取与所研究主题相关的广泛而全面的信息。通过一个表格对获得的研究进行分析，该表格着重列出了以下相关数据：作者、年份、教育阶段、地点、目标、工具和结果。至于研究的选择，使用了联合国教科文组织词库和教育资源信息中心词库术语。除了明确搜索2004年至2020年（含）期间进行的研究外，还选择了西班牙语和英语撰写的文章。此外，在分析的文章的最后阶段，剔除了那些没有或不包含干预项目的文章。因此，在两万多篇文章中，共深入分析了35篇。结果表明，大多数项目是在小学教育阶段实施的，并且问卷调查和观察图表等工具的使用也占主导地位。此外，需要强调的是，所分析的项目中有77.14%是有效的，因此，它们达到了预定目标。总之，尽管在国际科学文献中可找到的减少破坏性行为的干预项目数量在不断增加，但要建立一个可为小学生干预措施提供基础的大型网络，仍有很长的路要走。
