2019 Volume 60 Issue 2 Pages 205-218
The aim of this study was to evaluate the effects of problem-solving training (PST) on children with autism spectrum disorder (ASD) and their families. PST was implemented on 15 elementary and junior high school-aged Japanese children with ASD and their mothers in three to four small groups. The effect of PST on children was assessed using the Interpersonal Self-Efficacy Scale (ISES), and the effect on mothers was assessed using both the Child Behavior Checklist (CBCL) and the Confidence Degree Questionnaire for families (CDQ). After PST, significant improvement (P=0.03) was noted in one ISES sub-item, and more significant improvement (P=0.01) in one CDQ sub-item scores for mothers. However, change did not reach levels of significance for most items assessed in this study.
