Effects of social problem-solving training on classroom behavior of urban disadvantaged students

David F. Olexa, Susan G. Forman

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

Sixty-four urban disadvantaged fourth- and fifth-grade students were assigned to one of the following four treatment conditions: social problem-solving training, response cost, social problem-solving training plus response cost, and no treatment control. Those exposed to problem-solving training improved on measures of alternative thinking and consequential thinking skills. The training, however, did not affect teacher ratings of student behavior or observed classroom behavioral functioning. In addition, the response cost procedure did not enhance acquisition or utilization of problem-solving skills.

Original languageEnglish (US)
Pages (from-to)165-175
Number of pages11
JournalJournal of School Psychology
Volume22
Issue number2
DOIs
StatePublished - 1984
Externally publishedYes

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology

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