Effectiveness of the Coping Power Program in middle‐school children with disruptive behaviours and hyperactivity difficulties
Abstract
The purpose of this article is to discuss the effectiveness of the Coping Power Program (CPP); an evidence‐based treatment delivered in a group format to at‐risk middle‐school children. Initially, two groups were randomised and formed: an intervention group of 24 CPP sessions and a control group. All students were enrolled in public schools from two rural counties in the United States. Out of the 119 total participants 63 (37 male) were in the intervention and 56 (35 male) were in the control group. From the larger intervention group, a subset of students was identified as ‘significantly improved’. Using the Behavior Assessment Scale for Children‐2 (BASC‐2), a pre‐ and post‐intervention measure showed that students with clinically significant hyperactivity and behavioural difficulties scores were the most sensitive to the group intervention.
Number of times cited: 3
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