Citation

Guevremont DC, Foster SL. J. Abnorm. Child Psychol. 1993; 21(1): 13-27.

Affiliation

University of Massachusetts Medical Center, Worcester 01655.

Copyright

(Copyright © 1993, Holtzbrinck Springer Nature Publishing Group)

DOI

unavailable

PMID

8463502

Abstract

This study examined the impact of social problem-solving training on the behavior of five aggressive boys. Acquisition of problem-solving skills and changes in classroom behavior were evaluated using multiple-baseline designs within and across subjects. A generalization-programming procedure to promote the use of problem-solving skills in the natural environment was introduced across children in multiple-baseline fashion. Direct observation and behavior ratings were used to evaluate the treatment. Results indicated that each subject acquired the problem-solving skills at levels comparable to well-adjusted peers. Only one child showed behavioral improvement coincident with problem-solving skill acquisition. Three others showed moderate behavior change after the generalization-programming procedure was introduced. Only one child's gains on teacher ratings were maintained at the 6-month followup. The results suggest that cognitive-behavioral treatment of childrens' aggressive behavior may produce changes of limited magnitude and durability.

Language: en