Problem‐solving skills training for psychiatric inpatients: An analysis of generalization

Abstract

A program for teaching problem-solving skills was evaluated with six psychiatric inpatients in a multiple baseline across groups design. Subjects received training on 12 problem situations and the generalization of verbal problem-solving to six novel situations was assessed via probes presented by a novel person in an untrained setting. The generalization of overt behavior was assessed via pre/post contrived in vivo assessments that contained six situations used in training. The in vivo situations were integrated within a sequence of ongoing events in an effort to enhance the 'naturalness' of the assessment. The probes revealed some improvement in verbal problemsolving skills, whereas minimal improvement occurred in the post in vivo test. Following the study, an attempt was made to enhance performance by having the trainer conduct a probe and adding verbal prompts to evoke problem-solving during an additional in vivo assessment. Both efforts produced improvements in subjects' performance to a level near that achieved by a normative sample of 20 individuals. The results suggest that in vivo problem-solving may be dependent on the methods used in presenting problem situations as well as situational factors. Issues related to these results and suggestions for future research are discussed.

Social Problem Solving: Basic Concepts, Research, and Applications

“…In a few instances, implementation of problem-solving training has taken place on an individual basis and has been evaluated by means of single-case and multiple-baseline experimental designs (Buie-Hune, 1997;Edelstein et al, 1980;Foxx et al, 1989aFoxx et al, , 1989cFoxx & Faw, 1990;Hains & Hains, 1988;Hansen et al, 1985). However, the typical format for delivery of problem-solving training in most settings has been in small groups, usually of six-eight members and with group sizes up to ten.…”

Problem Solving to Prevent Work Injuries in Supported Employment

“…The most important aspect of any training program is determining whether the participants can respond appropriately in natural environments (Spooner, Stem, & Test, 1989). According to Foxx and Faw (1990), a more rigorous assessment of generalization than the use of verbal cues involves assessing if participants taught to solve problems verbally could do so in the absence of verbal cues. In the present investigation, additional generalization assessments (i.e., staged) were conducted to measure the extent to which training in verbal problem solving affected responses to potential injurycausing situations in work environments.…”

“…A potentially successful method ofteaching problem solving to persons with disabilities was 637 19921259,637-645 NUMBER 3 (FALL 1992) developed by Foxx, Martella, and Marchand-Martella (1989). With this method, individuals are taught to solve problems by generating initial and alternative solutions considered appropriate by persons who are important in a trainee's environment (e.g., employers, vocational specialists, rehabilitation counselors) (Foxx & Faw, 1990).…”