Problem-solving training: An intervention program for enhancing interpersonal problem-solving skills in children with intellectual disabilities

Abstract

The present study regarded an instructional problem-solving skills program that was developed for a student with intellectual disabilities within the school setting. The design and implementation processes of this educational intervention were premised on the principles of action research and unfolded around four interrelated phases, namely planning, acting, observing and reflecting. The findings indicated that the study participant was receptive to the instruction and demonstrated improved performance in recognizing, defining and formulating a problem related to social/interpersonal situations as well as in generating solution/ alternative solutions for resolving such problems. The implications resulting from the present study are discussed in terms of promoting the social inclusion of students with intellectual disabilities.