The Effectiveness of Cognitive Interpersonal Problem-Solving on Reducing Challenging Behaviors of Slow-Learner Students: Single-Subject Study
Subject Areas : Psychological Models and Methods
M. Shokohi Yekta
1
(دانشیار دانشگاه تهران)
N. Zamani
2
(کارشناس ارشد روانشناسی و آموزش کودکان استثنایی)
Keywords: Problem-Solving Method, Cognitive Skills, Behavioral Problems, Mentally Retarded children,
Abstract :
Establishing a proper communication requires various skills including problem-solving. Lack of such skills could result in impulsive behaviors, aggression, isolation, disappointment, and other behavior problems in children. In the case of mentally challenged children, deficient cognitive capacities and underdeveloped social skills could also affect their impulse control and their adaptive behaviors. Therefore, teaching productive thinking skills, such as problem-solving seems necessary. The main objective of the present study is to evaluate cognitive problem-solving approach for resolving interpersonal issues in slow-learner students in first grade. This single-subject study was conducted on five male students with A-B design with follow-up. Behaviors such as aggression, bullying and threat, complaining, arguing and quarrelling were observed as target behaviors. The baseline data was gathered during 10 sessions. Then, the cognitive problem-solving skill training for resolving interpersonal issues was offered in 30 sessions of 50 minutes each, three times a week. Follow-up data was gathered during 10 sessions after the workshop. Diagrams and Visual Analysis were used to analyze the data. Analysis shows that training was effective on reducing behavioral problems during intervention phase; a decreasing trend was also noticed during the follow-up period.
