The Effectiveness of Dialectical Behavior Therapy in Developing Emotion Regulation Skill for Adolescent with Intellectual Disability

Safitri, Shahnaz; Salim, Rose Mini Agoes; Widyasari, Pratiwi

doi:10.5220/0008589303510359

Cited by 2 publications

(10 citation statements)

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“…The assessment consisted of psychological tests, behavioral observations, and interviews with the participants and their significant others. Only after the assessment completed and the participants have diagnosed independently that the participants enrolled in the program with parental consent [20][21][22].…”

Section: Methods Participantmentioning

confidence: 99%

“…This participant was referred for having difficulty in social interaction due to the inability to regulate emotion. For instance, she tended to withdraw from her peers or showed verbal aggression to those who were approaching her [20]. The second participant was a 10-year-old boy who was diagnosed with mild ID (scored 54 on the Weschler Intelligence Scale).…”

Section: Methods Participantmentioning

confidence: 99%

“…All the studies used modifications of the program, which applied to ranges of the program's schedule and activity, materials, language used, evaluation method, and the participating parties [20][21][22].…”

Section: Program Modification (From the Standard Dbt's Skill Training)mentioning

confidence: 99%

“…Its activities also included watching cartoon videos to understand the emergence of emotions, filling the story-board puzzle with pictures to create a story of emotionally regulated persons, doing the physical movement to regulate emotions, and filling the emotional diary card with pictures. Further, since the participant unable to read but excelled in watching, listening, and speaking in the Indonesian language, thus the words needed to teach her about concepts were replaced with picturized symbols in the worksheet [20]. Beta Case also involved the use of colored cards as a hint of materials taught, videos as models for the skill practice, and coloring worksheets [22].…”

Section: B Materialsmentioning

confidence: 99%

“…This lack of emotion regulation is the main factor of their difficulty in social functioning and also impacting their performance in academic realms [12,14]. Fortunately, recently it is found that this lack of skill in emotion regulation can be improved gradually as the youths themselves grow older [3], especially if the skill is taught within a personalized intervention program [20][21][22].…”

Section: Introductionmentioning

confidence: 99%

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Enhancing Adolescent's Emotion Regulation with Dialectical Behavior Therapy's Skill Training: The Applications across Borderline, Mild, and Moderate Intellectual Disability

Safitri¹

2020

J. Intellect. Disabl. Diagn. Treat.

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Intellectual disability (ID) is characterized by significant limitations in intellectual and adaptive functioning emerging before the age of eighteen-years-old. Known as a pervasive developmental disorder, the disability disturbs the individual's functioning on a wide range of cognitive and social realms, which further result in failure at school and interpersonal relationships. Nonetheless, the capacity for emotion regulation (ER) serves as a key role in supporting the individual's adaptation despite having a disability. Researches have found that ER can be taught as a skill for those with ID, specifically using Dialectical Behavior Therapy's (DBT) skill training as the basis for the program. Therefore, this study aims to examine further the application of this DBT program and its effectiveness in enhancing ER skills. The programs were delivered to three participants of adolescent aged (9-17 years old) in Indonesia, each having a moderate ID, mild ID, and borderline intellectual functioning (BIF). Using a single case study design (A-B-A procedure) where participants' ER skills were measured before and after the program, these studies showed the program was effective. However, in terms of application, it is noteworthy to highlight the adjustments needed during the program's delivery, considering the degree of disability. These adjustments are found in the program sequences, modality used for the program, the evaluation method used to record the participants' improvements, and the degree of skills developed. This paper examines these variations in depth to shed light on the applicability of DBT's program as in improving ER for individuals with ID and BIF.

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Section: Methods Participantmentioning

confidence: 99%

Section: Methods Participantmentioning

confidence: 99%

Section: Program Modification (From the Standard Dbt's Skill Training)mentioning

confidence: 99%

Section: B Materialsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Enhancing Adolescent's Emotion Regulation with Dialectical Behavior Therapy's Skill Training: The Applications across Borderline, Mild, and Moderate Intellectual Disability

Safitri¹

2020

J. Intellect. Disabl. Diagn. Treat.

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A Contagious… Smile! Training Emotional Skills of Adults with Intellectual Disability in the Time of COVID-19

Vanutelli

Grieco²,

Comelli³

et al. 2023

Education Sciences

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The COVID-19 emergency has had important implications not only for physical but also for psychological well-being. This is particularly true for fragile populations such as people with intellectual disability (ID), who are particularly at risk of suffering during uncertain times. The goal of this action research was to design, implement, and test the efficacy of emotional competencies training to support people with ID in coping with stressful events. For this purpose, eight adults with ID followed a 5-week training of increasing complexity, aimed at exercising different skills through group activities. We designed a study to test its feasibility and efficacy, using both quantitative and qualitative methods. The analyses revealed that, after the training, participants used a more complex emotional language and were able to frame their perception of COVID-related threat with greater confidence and awareness. These findings, although circumscribed, respond positively to the urgent need to develop emotional support programs targeted at people with ID.

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The Effectiveness of Dialectical Behavior Therapy in Developing Emotion Regulation Skill for Adolescent with Intellectual Disability

Cited by 2 publications

References 0 publications

Enhancing Adolescent's Emotion Regulation with Dialectical Behavior Therapy's Skill Training: The Applications across Borderline, Mild, and Moderate Intellectual Disability

Enhancing Adolescent's Emotion Regulation with Dialectical Behavior Therapy's Skill Training: The Applications across Borderline, Mild, and Moderate Intellectual Disability

A Contagious… Smile! Training Emotional Skills of Adults with Intellectual Disability in the Time of COVID-19

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