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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
