Behaviorally disordered students frequently are arrested in their ability to reach age-appropriate levels of moral reasoning. Moral Discussion Group (MDG) interventions attempt to stimulate moral development, although results of this approach with behaviorally disordered students have been equivocal. More problematic is the effect the MDG process has upon behavior. This article reviews the literature on moral development and MDG interventions related to behaviorally disordered youth. An analysis of this intervention for promoting behavior change is provided. Limitations and recommendations for applying the MDG approach with behaviorally disordered students are discussed.
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