Problem-Solving Training: Its Effect on Preschool Children’s Actual and Perceived Competence and Behavioral Adaptation

Document Type



Master of Science (MS)



First Advisor's Name

Nancy Blaney

First Advisor's Committee Title

Committee Chair

Second Advisor's Name

Janat Parker

Third Advisor's Name

Mary Levitt

Date of Defense



This study evaluated the effects of an interpersonal cognitive problem-solving training program on the general competence and behavioral adaptation of preschool children. Two groups of four year olds were assigned to either an experimental (interpersonal problem-solving condition) or a control (storytime) condition. Measures of child-rated cognitive, social, physical and general competence were collected pre and post training. No significant pretest or posttest between-group differences were found on any of the child-rated scores. A significant pretest difference found on the teacher-rated social competence test was upheld at posttest. The teacher-rated total competence scores showed significant between- group differences at posttest only. A significant between-group difference was found at pretest on the teacher-rated Classroom Behavior Inventory (CBI) total. At posttest none of the factors of the CBI or its total was found to show significant differences between the groups. Based on these results, it cannot be shown that interpersonal cognitive problem-solving training has an effect on the cognitive or social competence, or behavioral adaptation of preschool children.



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