The Effect of Emotion Regulation Training on Behavioral Problems
 in Children with Intellectual Disability

Hatami, Ehsan; Pourmohamadreza Tajrishi, Masoume; Sajedi, Firoozeh; Bakhshi, Enayatollah

Manuscript ID : 695441 Visit : 113 Page: 295 - 308

Article Type: Original Research

The Effect of Emotion Regulation Training on Behavioral Problems in Children with Intellectual Disability

Subject Areas : روان درمانگری

Ehsan Hatami ¹ (MA Student in Psychology University of Social Welfare and Rehabilitation Sciences)
Masoume Pourmohamadreza Tajrishi ² (PHD, University of Social Welfare and Rehabilitation Sciences Pediatric Neurorehabilitation Research Center)
Firoozeh Sajedi ³ (MD, University of Social Welfare and Rehabilitation Sciences)
Enayatollah Bakhshi ⁴ (PHD, University of Social Welfare and Rehabilitation Sciences)

Received: 2022-10-10 Accepted : 2022-10-10 Published : 2022-03-21

Keywords: emotion regulation, intellectual disability, Behavior problems, externalizing, internalizing,

Abstract :

This study aimed to determine the effectiveness of emotion regulation training on behavioral problems in children with intellectual disability. The study method was an experimental design (pretest, and post-test) with experimental and control groups. Participants comprised 10-18 year-old students from Exceptional Schools at Tehran City in 2018-1019 school year, selected by in convenience sampling method. Forty-four students who got 60 points and higher in the Children Behavior Check List (CBCL) (Achenbach, Dumenchi, & Rescorla, 2001) randomly selected and assigned to the experimental and control groups randomly and equally. The experimental group participated in 16 training sessions (each session was 50 minutes) and received an emotion regulation program but the control group only received the mainstream program in the school. All subjects were evaluated by the CBCL before and after the intervention sessions. The data were analyzed by the analysis of covariance. The findings showed that participation of the experimental group in emotion regulation training sessions has led to a significant reduction (P<0.001) of behavioral problems, internalizing, and externalizing problems in comparison to the control group. Therefore, planning and admin- istration of emotion regulation training in exceptional centers can help students learn how to manage and express their emotions to prevent behavioral problems.

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