Objective: This study evaluated the effectiveness of anger control training with conduct-disordered male adolescents at a day treatment program. Method: A multiple baseline single-subject design across subjects was used to assess matched pairs of students (8 experimental and 8 control students). Combined visual analyses and group comparison methods were used in the assessment. Results: The experimental students significantly improved in their weekly self-reports of using better anger control and experiencing more positive management and expression of anger. The experimental students also significantly improved in their use of self-control as shown by a pretest through 6-month follow-up assessment. Conclusion: This research effort provides some evidence that a cognitive-behavioral approach is one method of effectively reducing school violence when compared with a nonspecific counseling approach alone. Recommendations for future research efforts are offered given some of the limitations of the study.
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