Abstract
A 15-lesson social problem-solving training program was developed and implemented with 25 severely disturbed children enrolled in a special day treatment school. Trained children generated significantly more alternative solutions at posttesting than did matched control youngsters. Follow-up analyses indicated a larger number of antisocial responses from trained as opposed to untrained children. No adjustment differences were found at posttesting. Issues related to generalization of skill acquisition from the cognitive to behavioral domain are discussed.
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