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dc.contributor.authorLochmann, John
dc.contributor.authorFitzGerald, David
dc.contributor.authorGage, Stephen
dc.contributor.authorKanaly, Kassie
dc.contributor.authorWhidby, Janet
dc.contributor.authorBarry, Tammy
dc.contributor.authorPardini, Dustin
dc.contributor.authorMcElory, Heather
dc.date2021-06-30T22:35:25.000
dc.date.accessioned2021-09-08T14:38:31Z
dc.date.available2021-09-08T14:38:31Z
dc.identifierrepository.wcsu.edu/jadara/vol35/iss2/6
dc.identifier.urihttps://westcollections.wcsu.edu/handle/20.500.12945/1236
dc.description.abstract<p>A substantial knowledge base exists regarding the social-cognitive and behavioral correlates of aggression among hearing children; however, less is known regarding these relationships among deaf children. Among aggressive hearing children, social-cognitive deficits result in poor social problem solving and increased aggressive behavior. Among aggressive deaf children, both poor social problem solving and communication difficulties are thought to lead to aggressive behavior. The Coping Power Program has demonstrated effectiveness as an intervention for aggressive hearing children. This year-long multicomponent program was adapted for use with deaf children and included both child groups and teacher and dormitory staff consultation. Study participants were 49 aggressive deaf children randomly assigned to either Coping Power or a wait-list control group., Particular attention was paid to assessing children's functional communicative competence. Findings revealed positive intervention effects. Specifically, intervention children improved their social problem solving and communication skills. Significant teacher-rated behavioral improvement also was found.</p>
dc.titleEffects of Social-Cognitive Intervention for Aggressive Deaf Children: The Coping Power Program
wcsu.oldurlhttps://repository.wcsu.edu/jadara/vol35/iss2/6
dc.source.statuspublished
dc.subject.keywordnone
wcsu.oldid1715
dc.source.peer_reviewedtrue


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