Impact of social problem-solving training on aggressive boys: Skill acquisition,behavior change,and generalization |
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Authors: | David C. Guevremont Ph.D. Sharon L. Foster |
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Affiliation: | (1) California School of Professional Psychology, USA;(2) Department of Psychiatry, University of Massachusetts Medical Center, 55 Lake Avenue, 01655 North, Worcester, Massachusetts |
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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.This paper was based on a doctoral dissertation by the first author in partial fulfillment of the requirements of West Virginia University. The authors wish to thank Lianne Willis for her participation as a therapist. Appreciation is also extended to Barry Edelstein, David Hansen, Daniel Hursh, and Mark Cummings for their constructive comments. |
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