COGNITIVE-BEHAVIORAL TRAINING PROGRAM
FOR BEHAVIORALLY DISORDERED ADOLESCENTS
OVERVIEW
A cognitive-behavioral training program was developed to help behaviorally disordered adolescents increase their self-control and decrease their frequency of aggressive behavior. In an experimental study in which classrooms were randomly assigned, students in classes assigned to receive this training were observed engaging in aggressive behavior significantly less frequently than students assigned to the control group following the intervention. Additionally, students in classes assigned to receive this training were rated higher by their teachers on a measure of self-control than were control students. Awarding incentives to students who used skills taught in this program did not significantly increase the program's effectiveness.
DESCRIPTION OF PROGRAM
Target population: behaviorally disordered adolescents
This program, adapted from Lochman, Nelson, and Sims' Anger Control Program Model, consisted of 12 30- to 40-minute lessons. These lessons were intended to familiarize students with a sequential strategy for dealing with problem situations. This strategy involved delaying impulses, defining the problem, considering alternative solutions to the problem, considering the consequences of those alternatives, and implementing a good solution. Lessons provided students with opportunities to discuss and practice the components of this strategy and the strategy as a whole.
EVALUATION(S) OF PROGRAM
Etscheidt, S. (1991). Reducing Aggressive Behavior and Improving Self-Control: A Cognitive-Behavioral Training Program for Behaviorally Disordered Adolescents. Behavioral Disorders, 16(2), 107-115.
Evaluated population: 24 male and six female behaviorally disordered students aged 12 to 18 served as the subjects for this study. These 30 students made up six classes at a school for students who had been removed from normal school for behavioral reasons.
Approach: The six classes of students were randomly assigned to one of two treatment groups or to a control group. Treatment Group I received the training program over the course of three weeks. Treatment Group II also received the training program over the course of three weeks. In addition, students in classes assigned to this group received an incentive for using skills taught in the training program. Based on individual baseline levels of aggressive behavior, students in Treatment Group II were given contracts that specified behavior goals. If a student met these goals, he/she was granted the opportunity to listen to music for the last ten minutes of the class period. Classes assigned to the control group did not receive the training program or any incentives.
All six classes of students were observed for 40 minutes every morning for three weeks before the training program began and again, for another three weeks, after the program ended. Trained observers, blind as to which group the class they were observing was assigned to, recorded each occurrence of aggressive behavior and kept track of how often each individual student engaged in aggressive behavior. Additionally, each teacher rated each individual student on a measure of self-control before and after the training program.
Results: Pre-intervention, there were no significant differences between groups on measures of observed aggressive behavior or on teacher ratings of self-control.
Post-intervention observations revealed that students in Treatment Group I engaged in significantly less aggressive behavior than students in the control group. Students in Treatment Group II also engaged in significantly less aggressive behavior than students in the control group. Differences in observed aggressive behavior between Treatment Group I and Treatment Group II were not statistically significant.
Post-intervention teacher-ratings indicate that students in Treatment Group I had significantly better self-control than students in the control group. Students in Treatment Group II were also rated as having significantly better self-control than control students. Differences in teacher ratings between Treatment Group I and Treatment Group II were not statistically significant.
SOURCES FOR MORE INFORMATION
Program materials are not available for purchase.
References:
Etscheidt, S. (1991). Reducing Aggressive Behavior and Improving Self-Control: A Cognitive-Behavioral Training Program for Behaviorally Disordered Adolescents. Behavioral Disorders, 16(2), 107-115.
Program categorized in this guide according to the following:
Evaluated participant ages: 12-18
Program age ranges in the guide: Adolescence, Youth
Program components: School-Based
Measured outcomes: Social and Emotional Health
KEYWORDS: Adolescence (12-17), Adolescents (12-17), Youth (16+), Young Adults (18-24), Behavioral problems, disruptive behavior disorders, school-based, co-ed.
Program information last updated on 5/24/07.
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© Child Trends 2003 |
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