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<p>Social problem-solving (SPS) is a complex and critical set of skills for self-advocacy. Prior SPS literature has explored the effects of teaching preschool children to identify problems and find a single solution using visuals in contrived scenarios. This study compared the effects of two environmental conditions (solution visuals alone and solution visuals with precorrections) and a no-intervention baseline on three participants’ autonomous SPS during naturally occurring social problems during free play. A single case alternating treatments design was used to compare conditions. Results indicated a clear functional relation between visuals with precorrections intervention condition and improvement in participants’ autonomous SPS. Key findings for researchers and practitioners, future directions, and limitations of the study are explored.</p>

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Self-Advocacy and Social Problem-Solving Intervention for Preschoolers with Social and Behavioral Support Needs

  • 期刊论文

  • 发表日期：

    2026年1月16日

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  • Elisabeth J. Malone,
  • Kathleen N. Tuck,
  • Yunru Fu

摘要

Social problem-solving (SPS) is a complex and critical set of skills for self-advocacy. Prior SPS literature has explored the effects of teaching preschool children to identify problems and find a single solution using visuals in contrived scenarios. This study compared the effects of two environmental conditions (solution visuals alone and solution visuals with precorrections) and a no-intervention baseline on three participants’ autonomous SPS during naturally occurring social problems during free play. A single case alternating treatments design was used to compare conditions. Results indicated a clear functional relation between visuals with precorrections intervention condition and improvement in participants’ autonomous SPS. Key findings for researchers and practitioners, future directions, and limitations of the study are explored.