Effects of Social Problem-Solving Training and Self-Instruction Training With Aggressive Boys

Abstract

Twenty aggressive boys received either an 18-session anger coping intervention (AC) or an 18-session intervention in which anger coping was preceded by self-instruction training on impersonal problem solving and academic tasks (AC-SIT). Anger coping emphasized training in interpersonal cognitive problem-solving skills. Although, contrary to the hypothesis, there were no significant differences between the two conditions in their abilities to reduce passive off-task classroom behavior, the AC-SIT groups did tend to produce stronger reductions in this behavior. The AC groups were significantly more effective in reducing disruptive-aggressive off-task classroom behavior than were the AC-SIT groups. Both forms of cognitive behavioral treatment produced significant increases in on-task classroom behavior, reductions in parents' ratings of boys' aggression, and increases in boys' self-esteem.