This study focuses on aggressive behaviors among children with intellectual disabilities (CID) in special education. Given the prevalence of moral misconduct and aggressive behaviors (such as maltreatment) among CID in education settings, this research raises three core questions: How can situational teaching be effectively utilized to enhance CID’s moral cognitive abilities and modify their aggressive behaviors? What are the specific corrective effects of situational teaching on CID’s aggressive behaviors, and what are the key points of its implementation methods? What practical frontline teaching data can be provided to assist administrators in developing situational teaching curricula? Conducted in a special education school, this study adopts a quantitative research method. Fifteen children exhibiting aggressive behavioral characteristics were selected, and professional teachers collected baseline data using a comprehensive observation record form. Participants were divided into an experimental group and a control group; the experimental group received situational teaching interventions based on the functions of the children’s aggressive behaviors. Results indicate that this intervention method can effectively reduce the frequency and intensity of aggressive behaviors among CID, modify their behavioral patterns, and simultaneously promote qualitative improvements in their social interaction skills, emotional management abilities, and moral cognitive levels. This study not only enriches the system of teaching methods in special education, provides practical guidance for teachers, and lays a foundation for curriculum development but also responds to China’s relevant special education policies. It contributes to improving the quality of special education, enhancing the moral education level of children with disabilities, and promoting their all-round development.
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