Adolescent interpersonal problem-solving skill training: Social validation and generalization

Abstract

Effectiveness of social problem-solving skills training with conduct-disordered inpatient adolescents was examined in a multiple baseline design. Training criteria were socially validated with normal adolescents. Generalization from the trained situations to untrained problem situations and from training to identical trained and untrained in vivo situations was assessed. Indirect effects of training on staff ratings of overall adjustment were examined. Verbal problem-solving improved to criteria, generalized to unfamiliar problem situations, and was maintained at a one-month follow-up assessment (for three of eight subjects). Behavior during contrived in vivo problem situations was unimproved immediately following treatment, but some improvement was displayed by follow-up assessment for the three subjects who remained. Staff ratings of overall adjustment failed to reflect improvement in the youths' overall behavior. The implications of these results and suggestions for further research are discussed.