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A school-based anger management program for developmentally and emotionally disabled high school students

M H Kellner1, J Tutin

  • 1Department of Psychology, High Point Adolescent School, Morganville, NJ 07751, USA.

Adolescence
|January 1, 1995
PubMed
Summary

Modified cognitive-behavioral anger interventions effectively helped aggressive youth with developmental disabilities. These anger management skills improve future placement and mainstreaming success for multiply handicapped individuals.

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Area of Science:

  • Psychology
  • Special Education
  • Developmental Disabilities

Background:

  • Cognitive-behavioral anger interventions are established for aggressive youth.
  • Limited research exists on adapting these for individuals with cognitive/behavioral limitations.

Purpose of the Study:

  • To evaluate a modified cognitive-behavioral group program for aggressive adolescents and young adults with developmental disabilities.
  • To assess the program's effectiveness in teaching anger management and reducing aggression.

Main Methods:

  • A modified cognitive-behavioral group program was implemented at a special school.
  • Interventions included daily logs, group reinforcement, role-playing, skill-building, relaxation, anger normalization, and classroom liaison.
  • Participants had diagnoses such as pervasive developmental delay, mental retardation, and autism.

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Main Results:

  • Multiply handicapped students learned anger physiology, triggers, and consequences.
  • Participants developed coping strategies for anger management.
  • Aggressive acting out was reduced, facilitating classroom integration.

Conclusions:

  • Cognitive-behavioral anger management models can be effectively modified for youth with significant developmental disabilities.
  • Acquired anger management skills enhance future placement in protective work and residential settings.
  • These skills increase the likelihood of successful integration into the adult mainstream.