***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: First through fourth grade rs from 22 suburban elementary schools were screened for cross- setting disruptive behavior as eligibility criteria for participation in a longitudinal secondary prevention study aim ed at reducing the risk for serious externalizing behavioral disorders . Three hundred nine subjects participated in either a multicomponent competence enhancement intervention ( MCEI ) or an information/attention control ( IAC ) condition over a 2-year period . Following baseline measurements , initial intervention effects were assessed at the end of intervention Year 1 , at the beginning of intervention Year 2 ( fall of the next school year ) , and at the end of intervention Year 2 . Multi source assessment s were not supportive of the efficacy of the MCEI over the IAC condition . Children in both groups rated themselves as improved over time in terms of increased adaptive skills and decreased school problems and internalizing symptoms . Teacher and parent ratings of externalizing behavior did not yield evidence of positive change , but teachers noted improved problem solving and observers noted a decrease in behavioral interference in both groups over time , possibly as a result of maturation An attributional intervention was design ed to reduce aggressive males ' tendency to attribute hostile intentions to peers following ambiguously caused peer provocations . African-American elementary school boys ( N = 101 ) , aggressive and nonaggressive , were r and omly assigned to the attributional intervention , an attention training program , or a no-treatment control group . Data were collected on subjects ' attributions about hypothetical and laboratory simulations of peer provocation , disciplinary referrals to the school office , and teacher ratings of aggressive behavior . Aggressive subjects in the attributional intervention were less likely to presume hostile intent by peers in hypothetical and laboratory simulations of ambiguous provocation . They were also less likely to endorse hostile retaliation on judgment measures and to engage in verbally hostile behaviors in the laboratory task . Further , intervention subjects were rated as less aggressive by their teachers following the treatment . Both the benefits of attributional change and its limitations in the African-American population are discussed From a school population of normal children third through fifth grade s ) , thirty children initially identified as “ angry”were r and omly assigned to either an affective imagery training group , an attention group , or a control group . The treatment group received three sessions of affective imagery in which they focused on physiological changes and on their thoughts associated with prior emotional experiences . Teachers recorded pre- , post- , and short term follow-up aggressive behaviors for all thirty children . Cognitive perceptions and attributions were recorded at the same three occasions on the Affect Question naire . Results suggested that , as a result of affective imagery training , angry children 's perceptions and cognitions shifted from “ angry ” towards “ sad , ” and there was a concomitant decrease in observed aggressive classroom behavior V and alism is a major problem facing educators and taxpayers alike . The present investigation analyzed how v and alism costs and student disruption were related to the implementation of a training and consultation package design ed to increase the reinforcing ambience of the school . A positive environment , it was posited , would displace previous events that may have set the occasion for v and alism , with cues to promote productive school performance . Eighteen elementary and junior high schools were involved over a 3-year period . Using a delayed treatment control design , treatment was delivered following either 4 or 13 months of baseline . During treatment , teams of school personnel attended training workshops in behavioral strategies for reducing v and alism and disruption by students in school . Each team also met regularly on its campus to plan and implement programs on a schoolwide basis . To demonstrate that reinforcing procedures were actually implemented and accompanied by change in student performance , these variables were periodically probed throughout the study . Project staff also provided consultation . V and alism costs decreased significantly ( p less than .05 ) more in treatment than control schools , with an average reduction of 78.5 % for all project schools . Rates of praise delivered by project teachers and other r and omly selected teachers in the school increased significantly ( p less than .05 ) , and rates of off-task behavior by students decreased significantly ( p less than .05 ) following treatment . The staff development model used in this study appeared to be both feasible and economical 
    Output:
    
School-based violence prevention programs may produce reductions in aggressive and violent behaviors in children who already exhibit such behavior .