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Development and Effectiveness of a Function-Based Program Based on the CBC Model to Reduce Aggressive Behaviors in Preschoolers: A Parent-Teacher Dual Intervention

Year: 2025

Type: article

Abstract: Objectives: A function-based, dual-intervention program grounded in the conjoint behavioral consultation (CBC) model was developed and evaluated to provide parents and teachers with evidence-based strategies for reducing aggressive behaviors in preschool-aged children. The program aimed to enhance consistency in behavior management across home and daycare settings through structured parent–teacher collaboration.Methods: A pretest-posttest-follow-up control group design was used. Ten children (aged 3-5 years) displaying elevated aggression were randomly assigned to either the intervention (n = 5) or control group (n = 5). Parents and teachers assigned to the intervention group participated in an eight-session online program focused on implementing function-based behavioral strategies. The program’s impact was assessed using measures of aggressive behavior, treatment integrity, and social validity. Data were analyzed using Mann–Whitney U and Wilcoxon signed-rank tests.Results: The intervention followed a five-stage CBC framework consisting of pre-consultation, problem identification, problem analysis, plan implementation, and plan evaluation. Each stage incorporated principles from applied behavior analyses. The intervention group experienced a significant reduction in aggressive behaviors, with effects maintained at the three-week follow-up. Treatment integrity data indicated high fidelity to the intervention protocol, and social validity ratings reflected strong satisfaction and perceived feasibility from both parents and teachers.Conclusion: The findings support the effectiveness of the CBC-based dual intervention model in reducing aggressive behaviors in preschoolers through the consistent implementation of function-based strategies. This study underscores the value of structured parent–teacher collaboration and demonstrates the potential for integrating evidence-based behavioral interventions into both home and early childhood educational settings.

Source: Korean Journal of Child Studies

DOI: 10.5723/kjcs.2025.46.2.71

Authors: Dongmee Lee, Ju Hee Park

Institution: Yonsei University

Language: English

Topic: Behavioral and Psychological Studies

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDGs: Good health and well-being, Quality education

Open Access status: gold

Estimated APC paid: $153