Training Social Problem‐solving Skill to Reduce Maladaptive Behaviours in Intellectual Disability Groups: The Influence of Individual Difference Factors

Abstract

A critical review of the literature relevant to social problem‐solving skills training (SPSST) in individuals with intellectual disabilities concluded that although there is some evidence that training may be effective, the evidence is weak. It is suggested that little is known about factors which may moderate the effectiveness of training; in particular the impact of age, general intellectual ability and place of residence (community or institution). A five‐stage view of the social problem‐solving process is offered as a means for planning and evaluating SPSST programmes, and detailed outcome criteria are proposed for assessing the effectiveness of training. A group (n = 29) of adults with intellectual disabilities was given SPSST. Comparisons were made with an untrained control group (n = 17) matched to the trained group on age, general intelligence, adaptive and maladaptive behaviour. A statistically significant improvement was found in the trained group (p < 0.01), but not in the control group (NS), on degree of maladaptive behaviour as rated by independent judges. Improvement occurred only in trainees resident in the community but was not influenced by age or level of general intelligence. Furthermore, reductions in maladaptive behaviour were associated with improvements in some but not all social problem‐solving skills.