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Impact of social problem-solving training on aggressive boys: Skill acquisition, behavior change, and generalization

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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.

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Authors and Affiliations

  1. California School of Professional Psychology, USA

    Sharon L. Foster

  2. Department of Psychiatry, University of Massachusetts Medical Center, 55 Lake Avenue, 01655, North, Worcester, Massachusetts

    David C. Guevremont Ph.D.

Authors
  1. David C. Guevremont Ph.D.
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  2. Sharon L. Foster
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Additional information

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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Guevremont, D.C., Foster, S.L. Impact of social problem-solving training on aggressive boys: Skill acquisition, behavior change, and generalization. J Abnorm Child Psychol 21, 13–27 (1993). https://doi.org/10.1007/BF00910486

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  • DOI: https://doi.org/10.1007/BF00910486

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