<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-4832</journal-id>
<journal-title><![CDATA[Acta de investigación psicológica]]></journal-title>
<abbrev-journal-title><![CDATA[Acta de investigación psicol]]></abbrev-journal-title>
<issn>2007-4832</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Facultad de Psicología]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-48322017000202691</article-id>
<article-id pub-id-type="doi">10.1016/j.aipprr.2017.03.005</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Comportamiento prosocial y agresivo en niños: tratamiento conductual dirigido a padres y profesores]]></article-title>
<article-title xml:lang="en"><![CDATA[Prosocial and aggressive behavior in children: Treatment behavior for parents and teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Cuenca Sánchez]]></surname>
<given-names><![CDATA[Verónica]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Mendoza González]]></surname>
<given-names><![CDATA[Brenda]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma del Estado de México Facultad de Ciencias de la Conducta ]]></institution>
<addr-line><![CDATA[Toluca Estado de México]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2017</year>
</pub-date>
<volume>7</volume>
<numero>2</numero>
<fpage>2691</fpage>
<lpage>2703</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-48322017000202691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-48322017000202691&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-48322017000202691&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El análisis conductual aplicado a través del entrenamiento a padres y profesores ha demostrado su efectividad para incrementar el comportamiento prosocial en niños que exhiben conductas agresivas; sin embargo, es escaso el trabajo de investigación que implique el efecto aditivo del tratamiento de ambos agentes. El objetivo del estudio fue conocer la efectividad de un programa de entrenamiento a padres y a profesores en 2 condiciones experimentales, para disminuir el comportamiento agresivo e incrementar el prosocial en alumnado de Educación Básica, en un estudio cuasiexperimental con diseño de inversión A-B-A. Participaron 3 docentes, 14 padres de familia y 94 alumnos, identificando a 14 que exhibieron comportamiento agresivo y mostraron déficit en comportamiento prosocial. Los programas de intervención empleados en el estudio se organizaron en 2 condiciones experimentales: la primera incluyó solo el entrenamiento a padres y la segunda incluyó el entrenamiento a padres más el entrenamiento a profesores en técnicas de modificación conductual. Los resultados demostraron que la intervención con 2 agentes de cambio obtuvo un mayor incremento en el comportamiento prosocial y una mayor disminución de comportamiento agresivo en el contexto familiar comparado con el grupo que recibió solo el entrenamiento a padres. También el tratamiento combinado demostró cambios significativos en el comportamiento de los niños en el contexto escolar.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Applied behavior analysis has demonstrated its effectiveness to increase prosocial behavior in children with aggressive behavior through parent and teacher training, however, research work is limited regard the additive effect of the treatment with both agents. The target of the study was to evaluate the effectiveness of an intervention program addressed to teachers and another addressed to parents in a quasi-experimental study with A-B-A design. Three teachers, 14 parents and 94 students participated, identifying14 who presented aggressive behavior and showed deficits in pro-social behavior. The intervention programs used in the study plus teacher training in behavior modification techniques. Results showed that the intervention with 2 agents was the most effective to increase prosocial behavior and decrease aggressive behavior in the family context compared with the group that received only parent training. Also the combined treatment showed significant changes in the school context.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Comportamiento prosocial]]></kwd>
<kwd lng="es"><![CDATA[Comportamiento agresivo]]></kwd>
<kwd lng="es"><![CDATA[Educación Primaria]]></kwd>
<kwd lng="es"><![CDATA[Análisis conductual aplicado]]></kwd>
<kwd lng="es"><![CDATA[Programa de intervención]]></kwd>
<kwd lng="en"><![CDATA[Prosocial behavior]]></kwd>
<kwd lng="en"><![CDATA[Aggressive behavior]]></kwd>
<kwd lng="en"><![CDATA[Elementary Education]]></kwd>
<kwd lng="en"><![CDATA[Applied behavior analysis]]></kwd>
<kwd lng="en"><![CDATA[Intervention program]]></kwd>
</kwd-group>
</article-meta>
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