The effect of verbal instructions on preschool children's aggressive behavior

Aggressive preschool children were instructed by their teacher on the harm that results from aggression, its lack of effects as an interpersonal strategy, and the benefits that result from prosocial alternatives. Results from a time-lagged design indicated that aggressive behavior decreased and positive behavior increased as a result of these instructions. Data on maintenance of change suggest the possibility that the effects may be lasting. Overall, findings indicate that instructing children individually can be an effective strategy for modifying social interaction.