Youth violence in both the juvenile justice system and in juveniles with intellectual disabilities is a significant and costly problem in the United States. An increasingly large number of youth with intellectual disabilities are being placed in secure juvenile justice facilities without specialized resources. In addition, these facilities are often not equipped to manage the special needs of this population. Juveniles with intellectual disabilities are more verbally and physically violent within the juvenile justice setting as they lack the necessary resources to manage their behavior, which leads to more use of force and behavioral write-ups for those youth. Additional resources and improved staff training are needed in order to effectively manage youth with intellectual disabilities in the justice setting. The proposed study uses the well-researched general aggression model to better understand the link between threats of violence and actual violent behavior in the intellectually disabled population within the juvenile justice setting. It is predicted that youth in special education will have higher rates of threats and aggressive behavior than youth in regular education. The distinction between threatening violence and actual aggressive behavior is important as some past research has suggested that not all threats are followed by violent behavior. For the present study, data were obtained from the archival records of Positive Behavioral Interventions and Supports (PBIS) that had been collected in a maximum-security juvenile facility. Data were available for 188 juvenile males ranging in age from 14 to 19. This study analyzed the prevalence of threats of violence and aggressive acts within the intellectually disabled population at the facility. In addition, location of incident and length of time at the facility were also analyzed. Results of the study demonstrated that youth in special education had overall higher rates of threats and aggressive behaviors when these incidents were combined; however, no association was found between special education population in this juvenile justice facility when threats or aggression were each analyzed separately. Incidents were more likely to occur outside of education and behavioral citations were highest in the first 3 months of youths' stay at the facility. It should be noted that it is understood that the terms "intellectual disability," "intellectually disabled," and "special education" are not synonymous in all cases. However, the purpose of the present study is to determine the differences between the behavior of youth with intellectual disabilities and those without, and the way in which this is being operationally defined is to presume that youth with intellectual disabilities are enrolled in special education classes. As such, they will be used interchangeably for the purposes of this study. The present study seeks to move research forward by using the GAM to identify if the intellectually disabled population is at a greater risk for threats and violence within a juvenile justice setting. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]