A BEHAVIORAL EVALUATION OF A PRESCHOOL INTERPERSONAL PROBLEM SOLVING PROGRAM

Abstract

The purpose of this study was to develop, implement, and evaluate a comprehensive interpersonal problem solving training program with four and five year old children. The goal of the program was to teach children the necessary skills to successfully resolve problems with their peers. The interpersonal problem solving training program consisted of the following core components: language, perception, problem identification, empathy, alternative generation, consequential thinking, and integration. The sample consisted of 46 children, 23 children in the experimental group and 23 children in the control group. Both experimental and control group subjects met for ten weeks (15-20 minutes a day) with trained graduate students. Control group subjects participated in reading story sessions while experimental group subjects participated in the interpersonal problem solving training sessions. Experimental and control group subjects were assessed at pretest and posttest on two measures. The BPIPS (a behavioral assessment of interpersonal problem solving ability) and the BOS (a behavioral observation scale). Analysis of variance of gain scores demonstrated significant differences between experimental group subjects and control group subjects on: (a) ability to generate solutions in interpersonal problem solving situations and (b) frequency of positive verbal and nonverbal interaction with peers. Analysis of variance of gain scores indicated no significant differences between experimental and control groups on: (a) the frequency of positive interactions with adults or (b) the frequency of negative interactions with either peers or adults. Discussion focused on the measured and observed results from training in the interpersonal problem solving program, possible explanations for insignificant differences relative to adult interactions, and program generalizability.