Does Teaching Problem-Solving Skills Matter? An Evaluation of Problem-Solving Skills Training for the Treatment of Social and Behavioral Problems in Children

Abstract

Problem-solving skills training (PSST) has been proposed as a potentially effective addition to behavioral parent training (PT). However, it is not clear whether PSST specifically increases the benefits provided by PT. In this study, PT + PSST was compared to PT + nondirective therapy in a sample of 26 families. All parents received PT. Following this, children received PSST or nondirective therapy. Outcomes included measures of child behavior problems, social skills, and parent stress at posttherapy and a 6-week follow-up. Children in both groups improved over time with few differences between groups.

KEYWORDS:

• behavior problems
• parent training
• problem-solving

Notes

Note. T1 = Baseline assessment interval; T2 = Post-PT assessment interval; T3 = Postindividual therapy assessment interval; T4 = Follow-up assessment interval.

Note. T1 = Baseline assessment interval; T2 = Post-PT assessment interval.

^a According to Mauchly's test, sphericity could not be assumed; therefore, the Huynh-Feldt test was used to estimate F, df, and p-values for the designated calculations.

Note. Reliable change = the participant demonstrated 30% or greater change in scores in the expected direction.

Recovered = the participant's scores demonstrated both a reliable change and fell in the nonclinical range.

T1 = Baseline assessment interval; T2 = Post-PT assessment interval; T3 = Postindividual therapy assessment interval; T4 = Follow-up assessment interval.