Interpersonal cognitive problem-solving skills and classroom behavioral adjustment of neurologically impaired, emotionally disturbed, and regular students
This study examined the relationship between interpersonal cognitive problem solving skills (ICPS) and classroom behavioral adjustment among the neurologically impaired, emotionally disturbed and regular students. The subjects ranged in age from 12 to 15 years old. One hundred and fourteen subjects, which consisted of 40 neurologically impaired, 37 emotionally disturbed and 37 regular students, participated in the study. The following measures were employed to test the subjects' ICPS skills: (a) The Recognition of Problem; (b) The Optional Thinking; (c) The Consequential Thinking; (d) The Causal Thinking; and (e) The Means-Ends Thinking. The Behavior Evaluation Scale (BES) was used to obtain teacher ratings of classroom behavioral adjustment. Data were analyzed using the Pearson Product Moment Correlations and the Multivariate Analysis of Covariance (MANCOVA), with IQ as a covariate.^ The results indicated that four of the five ICPS skills are related to the behavioral adjustment scale. In addition, there are substantial differences among the NI, ED, and non-LD groups on both the behavioral adjustment and most of the ICPS measures, except the Recognition of Problems measure. The clearest differences are on the behavioral adjustment. Additional exploratory analysis indicated that gender has no significant effect among students in each of the three classifications with respect to either the behavioral adjustment measures or the ICPS skills. Discriminant function analysis indicated that IQ and causal thinking are major determinants differentiating the NI group from the non-LD group. On the other hand, behavioral patterns, optional thinking, consequential thinking, and means-ends thinking were found to differentiate the ED from the non-LD groups. Results were discussed in terms of intervention strategies targeted at a particular type of population. The potential usefulness of the ICPS tests and the BES scale in differential classification diagnosis and placement decision was implicated. ^
Social psychology|Educational psychology|Special education|Psychology
Thapanadilok, Vichitra, "Interpersonal cognitive problem-solving skills and classroom behavioral adjustment of neurologically impaired, emotionally disturbed, and regular students" (1992). ETD Collection for Fordham University. AAI9304527.