Interpersonal cognitive problem-solving among children with mild mental retardation.
In this study we sought to determine whether interpersonal cognitive problem-solving skills could distinguish adjusted from nonadjusted classroom behavior among children with mild mental retardation. Discriminant analyses indicated that, irrespective of age or IQ, adjusted children had a larger number of relevant solutions to common problems as well as a higher ratio of aggressive solutions. Findings suggest that cognitive interpersonal skills may be as important, if not even more important, for this population as for youngsters without mental retardation.
Healey
K N
KN
Institute for Graduate Clinical Psychology, Widener University, Chester, PA 19013.
Masterpasqua
F
F
D000223:Adaptation, Psychological; D000293:Adolescent; D000367:Age Factors; D002648:Child; D003071:Cognition; D005260:Female; D006801:Humans; D008607:Intellectual Disability / Q000523:psychology*; D007360:Intelligence; D007398:Interpersonal Relations; D008297:Male; D011340:Problem Solving