1.
Am J Ment Retard
; 96(4): 367-72, 1992 Jan.
Article
in English
| MEDLINE
| ID: mdl-1739451
ABSTRACT
In this study we sought to determine whether interpersonal cognitive problem-solving skills could distinguish adjusted from nonadjusted classroom behavior among children with mild mental retardation. Discriminant analyses indicated that, irrespective of age or IQ, adjusted children had a larger number of relevant solutions to common problems as well as a higher ratio of aggressive solutions. Findings suggest that cognitive interpersonal skills may be as important, if not even more important, for this population as for youngsters without mental retardation.