Author(s)

Emily Peel

Date Approved

5-8-2012

Document Type

Thesis

Degree Name

M.A. School Psychology-Professional School Psychology

Department

Special Educational Services/Instruction

College

College of Education

First Advisor

Allen, Terri

Subject(s)

Developmentally disabled children;Aggressiveness

Disciplines

Child Psychology | Student Counseling and Personnel Services

Abstract

This purpose of this study was to examine the relationship between aggression and communication in students with developmental disabilities. Previous research examining the relationship between aggression and communication found a significant correlation between physical aggression and expressive vocabulary in language (Dionne, Tremblay, Boivin, Laplante, & Perusse, 2003). The current study investigated a link between high intensity behaviors (aggression) and the degree of impairment within the communication domain. Archival data was obtained from a sample of students living in a residential facility for stabilization of behaviors in Southern New Jersey. Communication was measured by the communication goals and objectives listed in each student's Individual Habilitation Plan (IHP). Aggression was measured by the aggression goals and objectives also listed in each student's IHP. The results found that there was no significant correlation between aggression goals and communication goals. The results also found that there was no significant correlation between aggression goals and verbal ability in these students. Additionally, the results found that there was no significant correlation between communication goals and verbal ability.

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