Social Problem-Solving Training for Severely Emotionally and Behaviorally Disturbed Children

Abstract

A 15-lesson social problem-solving training program was developed and implemented with 25 severely disturbed children enrolled in a special day treatment school. Trained children generated significantly more alternative solutions at posttesting than did matched control youngsters. Follow-up analyses indicated a larger number of antisocial responses from trained as opposed to untrained children. No adjustment differences were found at posttesting. Issues related to generalization of skill acquisition from the cognitive to behavioral domain are discussed.

Goal-Setting Interventions for Students with Behavior Problems: A Systematic Review

“…In only two studies did authors indicate goals were individualized based on current behavior (Lochman et al, 1993;Randell et al, 2001). Similarly, in only two studies did students receive reinforcement for meeting goals (Amish et al, 1988;Lochman et al, 1989). Finally, although progress toward meeting goals was discussed with students in all seven studies, it was not clear that data were used or graphed to monitor student progress in any of these studies.…”

“…In these seven studies, students participated in small-group interventions that were generally led by adults, such as school counselors, mentors, and teachers (Amish, Gesten, Smith, Clark, & Stark, 1988;Caldarella et al, 2009;Lochman, Burch, Curry, & Lampron, 1984;Lochman, Coie, Underwood, & Terry, 1993;Lochman, Lampron, Burch, & Curry, 1985;Lochman, Lampron, Gemmer, Harris, & Wyckoff, 1989;Randell et al, 2001). All interventions in this group of studies targeted multiple self-determination and social skills but mostly focused on students solving social problems and setting goals to improve their behavior.…”

“…Results indicated intervention was not effective for the whole treatment group, but rather, there were significant reductions in aggression and social rejection as well as improvement in prosocial behavior for students identified as aggressive and rejected. In three studies, authors reported that students provided input about their behavioral goals (Amish et al, 1988;Lochman et al, 1989;Randell et al, 2001). For example, in the study by Amish et al (1988), 25 students with severe emotional disturbance participated in 15 40-min social problem-solving lessons in which students discussed various social problems, set individual goals for solving these problems, thought about solutions, and attempted to implement solutions through a variety of instructional activities.…”

“…In three studies, authors reported that students provided input about their behavioral goals (Amish et al, 1988;Lochman et al, 1989;Randell et al, 2001). For example, in the study by Amish et al (1988), 25 students with severe emotional disturbance participated in 15 40-min social problem-solving lessons in which students discussed various social problems, set individual goals for solving these problems, thought about solutions, and attempted to implement solutions through a variety of instructional activities. Interestingly, in comparison to the control group, the treatment group learned to generate significantly more solutions to problems; however, these solutions were often inappropriate or not meaningful.…”

Expand Positive Learning Opportunities and Results

“…It is impossible, therefore, to ascertain the role of problem solving, if any, in the behavioral improvement of the participants. Another study (Amish, Gesten, Smith, Clark, & Stark, 1988) showed that children with SED did indeed generate more solutions to hypothetical problems, but the solutions were less appropriate than those generated by the control group.…”