Efficacy of Cognitive Behavior Therapy in Managing Behavioral Problems of Slow Learner Children

Abstract

Objective & Background: The study investigates the efficacy of Cognitive Behaviour Therapy in managing behavioural problems of slow learner children in Pakistan.

Hypothesis: Children in the treatment group show less behavioral problems (aggression, social incompetence, attention disorganization, and anxiety) as compared to control group at the post intervention level controlling for pre-treatment level.

Participant & Method: A purposive sample of 10 slow learners (5 in Treatment Group and 5 in Control Group) were taken from Lahore School of Learning after screening through Slosson Intelligence Test. Assessments were done at pre and post level by using Comprehensive Behaviour Rating Scale for Children and Direct and Indirect Aggression Scale Teacher Report. Twelve structured group CBT sessions of sixty minutes were conducted over six weeks with the Treatment group. Control group was exposed to different activities like chart making, coloring and drawing.

Results: The Treatment group reduced significantly in all the behavioural problems, aggression, attention disorganization and anxiety after the intervention. There was no difference in pre-treatment scores on behavioural problems of two groups but post treatment scores of treatment groups showed a significant difference from control group.

Implications: As a preliminary test of a procedure for reducing behavioural problems among slow learners this study presents a model that can be refined and used in research and by special educationists.