Effectiveness of Problem-Solving Intervention on mothers' interaction with children with Communication Problems

The aim of this study was to assess the effectiveness of problem solving intervention on mothers' interaction with children with Communication Problems. The present study was quasi experimental with pre-test, post-test, follow up design and control group. Statistical population of this study included of all mothers of third, fourth and fifth grade students in Kermanshah. Sample of this study included 120 mothers of children with relational problems selected by the convenient sampling method. They were assigned into two groups (experiment and control group) randomly, each consisting of 60 mothers. The experiment group participated in 10 sessions of a two-hour "Raising a thinking child/preteen" workshop. Then, for three months, they used family oriented problem-solving program in interaction with their children, and the control group did not receive any training. For collecting information, Gerrard's parent- child (1994), parent form was used. In the experiment group, in three stages: pretest, posttest (three month interval) and follow-up (one month interval), between the pre-test and post-test scores in the subscales of satisfaction of parenting, relationship with the child, the creation of the parent's relationship, there was a significant difference (P=0.001). But in the control group, there was no significant difference between the post-test-follow up scores in all of the sub-scales and the effect of the program was similar for boys and girls. Based on impact of problem-solving intervention, the use of this educational program is necessary by mothers in teaching children with Communication Problems.