A Multicomponent Treatment Package to Increase Anger Control in Teacher-Referred Boys

Seay, Heather A.; Fee, Virginia E.; Holloway, Keli S.; Giesen, J. Martin

doi:10.1300/j019v25n01_01

Cited by 6 publications

(2 citation statements)

References 20 publications

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“…Topal (2021) stated that the psycho-education program is effective in increasing children's emotional regulation skills. Seay et al (2003) stated that children's anger control skills increased as a result of the Multi-Component Treatment to Increase Anger Control. Şekerci et al (2017) stated that the anger control program prepared according to the cognitive behavioural approach is effective in increasing anger control.…”

Section: Discussionmentioning

confidence: 99%

The Effect of the Therapy Program with Stories on the Emotional Management Skills of Children with Speech and Language Disorders

Kılıç

Soydan

2022

TPICD

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The aim of this study is to examine the effect of the Therapy with Stories Program on the emotional management skills of children with speech and language disorders. The study, in which a single group Pre-test-Post-test experimental design without control group was used, was conducted with 14 children aged 5-8 years with speech and language disorders. There are 9 stories (3 anger, 3 sadness, 3 anxiety) prepared by the researcher in the Therapy with Stories Program. The prepared stories were read to the children three times and the program was completed in 14 weeks. In the program, the strategies of asking questions and drawing pictures were used along with using figures while reading therapeutic stories. Before and after the application, Children's Emotional Management Skills Anger, Sadness and Worry Scales and semi-structured interview forms were applied to mothers. The obtained data were analysed with the Wilcoxon Signed Ranks test. As a result of the research, the therapy program with stories increased the ability of children with speech and language disorders to cope with anger, sadness and anxiety; It has been found to be effective in suppressing and reducing the use of unregulated expression. According to the mother's observations, it was determined that the therapy program with stories decreased the unregulated expression of anger, sadness and anxiety in children with speech and language disorders, and increased their coping skills. In addition, while 10 children provided emotional regulation with parental support before the program, it was seen that 4 children provided emotional regulation with parental support after the program. According to these results, it can be said that the therapy program with stories is effective in helping children with speech and language disorders gain the ability to manage their emotions and control their emotions without parental support.

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Section: Discussionmentioning

confidence: 99%

The Effect of the Therapy Program with Stories on the Emotional Management Skills of Children with Speech and Language Disorders

Kılıç

Soydan

2022

TPICD

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“…As an intervention tool, the DBRC has been used to rate social behaviors ranging from inappropriate verbalizations (e.g., Burkwist, Mabee, & McLaughlin, 1987) to aggression (e.g., Seay, Fee, & Holloway, 2003) as well as academic behaviors from work completion (e.g., Dougherty & Dougherty, 1977) to task accuracy (e.g., Blechman, Taylor, & Schrader, 1981). A review of the literature has indicated that use of the DBRC as a behavior-monitoring tool has not been significantly discussed or studied (see review by Chafouleas et al, 2002); however, results of early case studies have suggested that DBRCs can be used to monitor the effects of medication on children with attention-deficit/hyperactivity disorder by rating such behaviors as assignment completion and noncompliance (Pelham, 1993;Hyman et al, 1998).…”

Section: Dbrcmentioning

confidence: 99%

A school practitioner's guide to using daily behavior report cards to monitor student behavior

Riley‐Tillman

Chafouleas

Briesch

2006

Psychology in the Schools

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With the growing popularity of a response to intervention model of service delivery, the role of intervention management is becoming more prominent. Although many aspects of intervention management have received significant attention, one area that warrants further development involves feasible methods for monitoring student behavior in a formative fashion. By formative, we mean behavior that is frequently monitored, such as on a daily basis, with the premise that the information will be used to make appropriate intervention decisions. Within a problem-solving model of intervention development, implementation, and evaluation, at least one educational professional must be responsible for using an effective tool for monitoring behavior. Yet, identifying and using such a tool can be a challenge in applied settings in which resources are often limited. The purpose of this article is to briefly review available tools for behavior monitoring, with emphasis on reviewing the potential of the Daily Behavior Report Card to serve as a supportive methodology to more established measures of behavior assessment. Examples and guidelines for use of the Daily Behavior Report Card in behavior monitoring are provided. © 2007 Wiley Periodicals, Inc.One role of the school psychologist is to take part in the development and evaluation of academic and behavioral interventions. With the growing popularity of a response to intervention (RTI) model of service delivery, the role of intervention management is becoming more prominent. Although technologies such as functional assessment, school-based consultation, singlesubject methodology, and direct academic assessment provide school psychologists with a range of tools to assist in the intervention process, further advancement in other areas is needed. One such area includes the development of feasible methods for monitoring social behavior in a formative manner. By formative, we mean behavior that is frequently monitored, such as on a daily basis, with the premise that the information will be used to make appropriate intervention decisions. The recent passage of the Individuals With Disabilities Education Improvement Act of 2004 (IDEA; and related emphasis on an RTI model have stimulated much discussion about the amount of time allocated to intervention efforts and the time needed to monitor those interventions. Regardless of whether it is recommended that interventions be conducted for 2 weeks or 2 months (e.g., a social skills program in which you would expect gradual change over time), the ultimate evaluation of these efforts will depend in large part on the availability of data. Unfortunately, the collection of such data with regard to some behavioral goals can be challenging in applied settings such as schools because of limited resources (e.g., not having enough trained staff to conduct the amount of observations desired). Thus, the purpose of this article is to briefly review strengths and weaknesses of available tools for behavior monitoring, with an emphasis on the potential of t...

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How can adolescent aggression be reduced? A multi-level meta-analysis

Castillo-Eito

Armitage

Norman

et al. 2020

Clinical Psychology Review

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A Multicomponent Treatment Package to Increase Anger Control in Teacher-Referred Boys

Cited by 6 publications

References 20 publications

The Effect of the Therapy Program with Stories on the Emotional Management Skills of Children with Speech and Language Disorders

The Effect of the Therapy Program with Stories on the Emotional Management Skills of Children with Speech and Language Disorders

A school practitioner's guide to using daily behavior report cards to monitor student behavior

How can adolescent aggression be reduced? A multi-level meta-analysis

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