The current study examined the effectiveness of Reality Group Therapy in
comparison with psychoeducational group therapy on the behavior of at-risk middle
school students. The participants included 20 seventh grade students (10 boys and 10
girls) from Adams Middle School in Saraland, Alabama, who scored in the at-risk to
clinically significant range on the Behavior Assessment System for Children-2 (BASC-
2). Participants were randomly assigned to either the Reality Group Therapy condition or
the psychoeducational group therapy condition. The BASC-2 was administered prior to,
and at the end of the group therapy sessions to the students and their teachers. The data
were analyzed using an analysis of variance with repeated measures to determine
differences in BASC-2 scores between groups over time. The results indicate that the
students in the Reality Group Therapy condition had decreased BASC-2 scores, as
measured by their teachers, from baseline to end of treatment in comparison to the
psychoeducational group therapy condition. These results were of clinical significance,
although they were not statistically significant. This research suggests that compared to a
psychoeducational group therapy approach, Reality Group Therapy may be more
effective in decreasing behavior problems in at-risk middle school students.