ERIC Number: ED267570
Record Type: RIE
Publication Date: 1985-Apr
Reference Count: 0
Interpersonal Problem-Solving Skills of Hyperactive Children.
Almeida, M. Connie
The relationship between interpersonal cognitive problem-solving (ICPS) skills and the behavioral adjustment of 30 hyperactive boys (from 5.5 to 12.5 years of age) was examined. Each S was individually administered two problem solving measures to assess alternative thinking and means-end thinking. The childrens' self-concept was also assessed and teachers' ratings of behavior were obtained. These ratings provided an index of adjustment and allowed delineation of subgroups based on degree of problematic behavior. The results indicated that teachers' behavior symptom ratings of hyperactivity and aggressiveness were significantly correlated, whereas attention and hyperactivity were not. The number of means generated by the subjects was significantly correlated with teachers' ratings; however, this relationship was mediated by age. In fact, age was the only significant predictor of teachers' behavior ratings. These findings did not support the premise that the ICPS skills are mediators of the behavioral adjustment of the hyperactive children. Continued replication and refinement of ICPS theory and its application with special populations is recommended. (Author/CL)
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Conference of the Society for Research in Child Development (Toronto, Canada, April 25-28, 1985).