Effects of cognitive interventions based on social problem solving on improving interpersonal relationships and executive functions of slow-learner students

Abstract

The purpose of the present study was to investigate the efficacy of problem solving training in reducing behavioral problems and improving executive functions and problem solving skills in interpersonal relations of slow learner students in fourth and fifth grades. Sample comprised of 21 students (11 girls and 9 boys). Program was taught two sessions per week for three months. To evaluate the training program, we used Alternative Solution Skills and the Tower of London tests. Five problematic behaviors of these students were observed in the classrooms; complaining, arguing, bullying and intimidating, aggression, and not being able to take turn, in three steps of baseline, intervention and follow-up were observed in class. Results using T test procedure indicated that intervention program was significantly effective in increasing scores on “relevant solutions”, “relevant category” and “problem solving”. Also the results of a repeated measure statistical method for behavioral problems revealed significant differences among means in three steps: baseline, intervention, and follow-up for complaining, arguing, and not being able to take turn. Therefore, the training program has been effective in reducing such behaviors. On the other hand, the results did not show statistically significant differences in the means of bullying, intimidating, and aggression.

Keywords

• problem solving method
• social interaction
• executive function
• behavioral problems
• slow-learner children