Impact of social problem-solving training on aggressive boys: skill acquisition, behavior change, and generalization.
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.
Guevremont
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University of Massachusetts Medical Center, Worcester 01655.
Foster
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D000374:Aggression; D001521:Behavior Therapy; D002648:Child; D002653:Child Behavior Disorders / Q000628:therapy*; D006801:Humans; D008297:Male; D011340:Problem Solving