Aggression Replacement Training® (ART)

Program Summary: Aggression Replacement Training® is a research-based, cognitive behavioral intervention program to help children and adolescents improve social skill competence and moral reasoning, better manage anger, and reduce aggressive behavior. The program specifically targets chronically aggressive children and adolescents ages 12-17. Developed by Arnold P. Goldstein Ph.D., Barry Glick Ph.D., and John Gibbs. Aggression Replacement Training® has been implemented in schools and juvenile delinquency programs across the United States and throughout the world. The program consists of 10 weeks (30 sessions) of intervention training, and is divided into three components—social skills training, anger-control training, and training in moral reasoning. Clients attend a one-hour session in each of these components each week. Incremental learning, reinforcement techniques, and guided group discussions enhance skill acquisition and reinforce the lessons in the curriculum.

Developers:Arnold P. Goldstein, Ph.D., Barry Glick, Ph.D., and John Gibbs, Ph.D.

Web Site:

PA Contact:Mark Amendola

Education and Treatment Alternatives, Inc.
3951 Shamrock Court
Erie, PA 16510
Phone: (814) 881-2438
Email:

Frequently Asked Questions

  1. What population is ART designed to serve?

ART specifically targets chronically aggressive children and adolescents ages 12-17.

  1. What risk and protective factors does the ART curriculum target?

The program addresses the following risk/protective factors that influence aggressive and violent behaviors in adolescents:

ART® Targeted Risk Factors / ART® Targeted Protective Factors
  • Aggressive behavior
  • Impulsive behavior
  • Poor problem solving skills
  • Poor social skills
  • Early initiation and persistent antisocial behavior
  • Favorable attitudes towards antisocial behavior
/
  • Social skills (beginning and advanced)
  • Emotional awareness and understanding
  • Emotional regulation
  • Planning Skills
  • Problem solving
  • Identify triggers and cues of anger
  • Use reminders and reducers
  • Using self-evaluation
  • Heightened moral reasoning

  1. What typesof outcomes maybe expected with ART?

Research has indicated the following outcomes:

Short-term:

  • Decreases in Conduct Problem Behavior
  • Improved Pro-Social Behavior
  • Improved Anger Control
  • Enhanced Levels of Moral Reasoning
  • Decrease Levels of Thinking Errors

Long-term:

  • Reduced Criminal Behavior and Recidivism Rate
  • Improvements in In-Community Functioning
  • Improved Pro-Social Behavior
  • Reduction in aggressive and delinquent behavior
  1. Who can deliver the ARTcurriculum?

ART curriculum has been delivered by various type of people in many different environments. Sessions should be co-facilitated by 2 persons specifically trained in the curriculum. Other than facilitation training by an ART Master Trainer, facilitators are not required to have any special educational background or credentials. When seeking appropriate persons within your organization to be trained, consideration should be given to those who exhibit the following qualities: comfortability in working with adolescents bothindividually and in groups, having the ability to manage disruptive behavior in the group while focusing on the agenda, and being able to competently deliver the program content.

  1. How is ART structured?

The program consists of 10 weeks (30 sessions) of intervention training, and is divided into three components: social skills training, anger control training, and training in moral reasoning.Ideally one session of each component is delivered weekly, with time allotted between sessions for participants to complete assigned homework and practice the skills learned.

It is further noted that dosage for the program to be successfully completed by a youth is at least 28 of 30 sessions (80%) delivered in the residential setting, and at least 24 of 30 sessions in the community setting. The ART program MUST remain a 10-week program and should not be shortened, particularly in the community setting. Further, all efforts must be made to have the youth make up a missed session. This can be accomplished one-on-one with the youth and facilitator.

  1. What typeof training is needed to be able to deliver the ART curriculum?

Potential facilitators are required to attend an initial 2-day facilitator training provided by anARTMaster Trainer. Other support staff are highly recommended to also attend the facilitator training. This training is crucial to gaining a complete understanding of the theoretical underpinnings of the curriculum, and todeveloping skills needed to implement sessions in the dynamic and highly interactive style associated with ensuring the best outcomes for youth. A 1-day booster training is also required of facilitators typically within 120 days of the start of curriculum delivery.All PCCD grantees are required to participate in this training.

What is the cost of the training?
These costs are based on training and support provided by Education and Treatment Alternatives, Inc. (ETA), based in Erie, PA. Please contact Mark Amendola for pricing details and scheduling commitment.

  • ART costs for training, support, and fidelity monitoring
  • Training (Trainer travel is not included in these costs and varies with distance from ETA. Lodging may also need to be figured into travel costs as well.)
  • Initial 2 day facilitator, @ $3,500/day = $7,000 (up to 25 people)
    (This includes 1 year of Fidelity Management by the trainer. The cost is $1,500 if the initial facilitator training done separately at another agency’s training.)
  • 1 day booster training @ $2,500 (up to 25 people)
  • Agency Trainer (TOT) @ $2,500/person
    (Recommend budgeting for 2 Agency Trainers per organization.)
  • Support/Fidelity Monitoring
    These costs are included in the facilitator training but must be budgeted separately at $1,500 if the facilitators are trained through other means. (i.e. attends another agency’s training)
  • Check in calls and visits for first year
  • On site observation of sessions
  • Review of video tapes, toward facilitator proficiency rating
  • Letter and recommendations to PCCD at the EPISCenter

What materials are required and what are the associated costs?

  • Available from Research Press researchpress.com
  • It is noted that prices for the listed curriculum and questionnaires will constantly fluctuate due to sales, etc. An average cost of each curriculum manual is $50.00.
  • ART Curriculum and supporting books (Recommend 1 for each pair of facilitators):
  • Aggression Replacement Training®, Third Edition Revised and Expanded (includes CD containing reproducible forms and handouts)
  • Skillstreaming the Adolescent, Third Edition
  • Skillstreaming the Elementary School Child, Third Edition
    (needed for youth under the age of 14 or youth at low literacy or developmental levels)
  • How I Think Questionnaire (HIT) (includes manual and packet of 20 questionnaires)
    (Should purchase 2 questionnaires for each youth to be served. This is for both pre- and post-curriculum delivery.)
  • Aggression Replacement Training®, Spanish Version (includes CD containing reproducible forms and handouts) (to be utilized only if you are implementing ART with Spanish-speaking youth)
  • Skillstreaming – Children and Youth with High-Functioning Autism(note that implementing ART with Autistic youth is considered an adaptation of the curriculum and will be addressed within the training/consultations with Mark Amendola)
  • Available from Western Psychological Services (WPS)
  • Aggression Questionnaire (AQ)(includes manual and packet of 25 autoscore answer forms)
    (Should purchase 2 autoscore answer forms for each youth to be served. This is for both pre- and post-curriculum delivery.)

Additional materials information:

  • Duplicating costs for pre/post measures and miscellaneous materials should be included and will vary by site.
  • The ideal ART® budget will address costs related to administration of pre/post measures and data entry.
  1. How do I schedule training?

Please contact: Mark Amendola, Education and Treatment Alternatives, Inc. at the following:

Education and Treatment Alternatives, Inc.
3951 Shamrock Court
Erie, PA 16501
Phone: (814) 881-2438
Email:

  1. How can our agency/organization sustain Aggression Replacement Training®?
  • Involve a collaborative board in planning the program—Work together with local stakeholders, including school superintendents, principals, juvenile justice and mental health leaders, and local government officials.
  • Provide board members with a fact sheet and the program’s logic model.
  • Identify champions or gatekeepers who can support the program.
  • Keep board membersinvolvedby regularly sharing outcomes in both verbal and written forms.
  • Use this board to help identifyways to overcome barriers to implementation, and discoverfuture funding opportunities.
  • Plan for the development of an Agency Trainer—Facilitators who have lead or co-lead a minimum of 72 groups, with at least 12 groups in each component, and have been rated proficient through video or in person review by the ART Master Trainer are eligible to attend a2-day training workshop to become an Agency Trainer. Additional details related to cost and trainer certification may be obtained from Mark Amendola (please find his contact information listed above).
  • Understand the cost benefits of ART - When researchers take into account the benefits to society of participant’s decreasedcrime rate, earnings via high school graduation and health care costs via education, they find that the program produces significant savings. For more information about this research conducted by the Washington State Institute for Public Policy go to:
  1. What are the common barriers to successful implementation of ART?
  • Lack of staff buy-in from staff and/or administrators.
  • Ideally, key staff, supervisors, and agency administrators will be involved in developing the plan to implementART from the beginning. Program coordinators and facilitation staff should schedule regular meetings to discuss program progress as well as barriers to implementation or facilitation.
  • Underestimating the importance of planning pre/post survey administration, data entry, and outcomes reporting
  • Review the ART manual as well as data tools from the EPISCenter website early in the process.
  • Identify a key person to oversee this process and answer questions from administrators and instructors.
  • Lack of adherence to the curriculum, as originally designed
  • Fidelity monitoring tools should be used as review after every session while trainers are working to become proficient in their program session deliveries.
  • Program should have a third person trained in the program observe 20% or more of ART session to assure fidelity to the model.

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