collaborative problem solving and adhd

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• v.50(3); 2013 Sep

Language: English | Turkish

The Effectiveness of an Interpersonal Cognitive Problem-Solving Strategy on Behavior and Emotional Problems in Children with Attention Deficit Hyperactivity

Kişilerarası sorun Çözme eğitiminin dikkat eksikliği ve hiperaktivite bozukluğu olan Çocukların davranışsal ve emosyonel sorunları Üzerindeki etkisi, celale tangül Özcan.

1 Gulhane Military Medical Academy, School of Nursing, Ankara, Turkey

Fahriye Oflaz

Tümer türkbay.

2 GGulhane Military Medical Academy, Department of Child and Adolescent Mental Health, Ankara, Turkey

Sharon M. FREEMAN CLEVENGER

3 Gülhane Indiana/Purdue University Center for Brief Therapy, Fort Wayne, Indiana, USA

Introduction

This study was designed to evaluate the effectiveness of the “I Can Problem Solve” (ICPS) program on behavioral and emotional problems in children with attention deficit hyperactivity disorder (ADHD).

The subjects were 33 children with ADHD aged between 6 to 11 years. The study used a pre- and post-test quasi-experimental design with one group. The researchers taught 33 children with ADHD how to apply ICPS over a period of 14 weeks. The Child Behavior Checklist for Ages 6–18 (Teacher Report Form) and the Diagnostic and Statistical Manual of Mental Disorders, 4th edition Text Revision (DSM-IV-TR) Based Disruptive Behavior Disorders Screening and Rating Scale (parents’ and teacher’s forms) were used to evaluate the efficacy of the program. The scales were applied to parents and teachers of the children before and after the ICPS program.

The findings indicated that the measured pre-training scores for behavioral and emotional problems (attention difficulties, problems, anxious/depressed, withdrawn/depressed, oppositional defiant problems, rule breaking behaviors, and aggressive behaviors) were significantly decreased in all children post-training. In addition, children’s total competence scores increased (working, behaving, learning and happy) after the ICPS program.

According to the results, it is likely that, ICPS would be a useful program to decrease certain behavioral and emotional problems associated with ADHD and to increase the competence level in children with ADHD. An additional benefit of the program might be to empower children to deal with problems associated with ADHD such as attention difficulties, hyperactivity-impulsivity, and oppositional defiant problems.

ÖZET

Giriş.

Bu araştırma dikkat eksikliği hiperaktivite bozukluğu (DEHB) tanısı konulan çocuklara uygulanan bir kişilerarası sorun çözme eğitim programı olan “Ben Sorun Çözebilirim (BSÇ)” eğitiminin etkilerini incelemek amacıyla yapılmıştır.

Yöntemler

Araştırma örneklemini DEHB tanısı konulan 6–11 yaş arası 33 çocuk oluşturmuş, tek gruplu ön-son test deseninde, yarı deneysel olarak planlanmıştır. DEHB tanısı olan bu çocuklara 14 hafta boyunca bilişsel yaklaşıma dayalı BSÇ eğitimi uygulanmıştır. Programın etkinliğini değerlendirmek için “Dikkat Eksikliği ve Yıkıcı Davranış Bozuklukları için DSM-IV’e Dayalı Tarama ve Değerlendirme Ölçeği” (anne-baba ve öğretmen formu) ve “6–18 Yaş Grubu Çocuk ve Gençler için Davranış Değerlendirme Ölçeği (öğretmen formu-TRF/6–18)” kullanılmıştır. BSÇ eğitimi öncesi ve sonrasında anne-baba ve öğretmenlerden bu ölçekleri doldurmaları istenmiştir.

BSÇ eğitimi sonrasında karşı gelme, dikkatsizlik, hiperaktivite/dürtüsellik, anksiyete/depresyon, sosyal içe dönüklük, suça yönelik davranışlar ve saldırgan davranışların azaldığı saptanmıştır. TRF/6–18′nin yeterlilik alanına ilişkin “sıkı çalışma, uyum, öğrenme ve mutlu olma” alt testlerin toplamından oluşan “toplam yeterlilik” alt testinde BSÇ eğitim sonrasında yeterlilik düzeyinin önemli oranda arttığı görülmüştür.

Sonuç

Bu çalışmanın sonuçlarına göre, BSÇ eğitim programı DEHB olan çocukların duygusal ve davranışsal sorunların azaltılmasında ve çocukların yeterlilik düzeylerinin artırılmasında faydalı olabilir. Bu programın bir diğer yararı ise bu çocukların DEHB ile ilişkili sorunlar (dikkat eksikliği, hiperaktivite/dürtüsellik ve karşı gelme sorunları) ile baş etmelerini güçlendirebilir.

Attention deficit hyperactivity disorder (ADHD), which is one of the most prevalent childhood psychiatric disorders, is a neuropsychiatric disorder characterized by developmentally inappropriate levels of activity, distractibility, and impulsivity ( 1 , 2 ).

Behavioral problems in children with ADHD include acting without adequate forethought as to the consequences of their actions and inability to postpone gratification with impulsive decisions and behaviors. ADHD negatively influences social interactions with peers, interpersonal relationships with parents, teachers and peers as well as academic success and social functions ( 2 , 3 ). Children with ADHD face problems such as increased incidence of defiant and aggressive behaviors, and are at higher risk of comorbid disorders (such as oppositional defiant disorder, conduct disorder) compared to typically developing children ( 4 , 5 ). Behavioral problems commonly seen in children with ADHD affect the overall quality of children’s lives ( 2 , 6 , 7 ), and reduce the quality of life of their family members. Specifically, the family experiences overall increased levels of stress, decreased feelings of belonging and competence and disruption of routines and structure ( 2 ). Additional problems include: conflicts and exclusion among peers, inability to manage or prevent anger efficiently, communication/social skill difficulties, inadequate problem solving, and difficulties in relationships ( 2 , 5 , 8 ).

Multifocal treatment programs for children with ADHD may improve outcomes in a more robust manner than medication alone or behavior/cognitive management programs alone. Social skills training programs encourage problem-solving ability and support cognitive and behavioral skills ( 2 , 9 , 10 ). Some cognitive-behavioral approaches consisting of psychosocial treatments result in improved impulse control, increased assessment capability before reaction and enhance considered and tempered actions ( 11 ).

The “I Can Problem Solve” (ICPS) program is based on Interpersonal Cognitive Problem-Solving methods. The basic objectives of this program are developed mainly to deal with the social problems of children ( 12 ). The ICPS is a problem solving approach to prevention of high risk behaviors in children and provide children with assessment abilities to help them solve their problems ( 12 , 13 , 14 ). By strengthening the capacity of children with ADHD to solve problems that lead to socially undesirable behaviors such as physical and verbal aggression, impulsivity, inability to wait, inability to take turns, inability to delay gratification, over emotionality in the face of frustration, inability to maintain friendships, high risk behaviors may be reduced ( 12 ). It should be noted that, children with ADHD need extra support and structured training although other children easily can learn problem-solving skills through these programs and adapt them to real life as well ( 15 ). However, there is limited data relating the ICPS training program for children suffering from ADHD ( 10 , 12 ).

The primary aim of this study was to evaluate the effectiveness of the ICPS program on children with ADHD. It was hypothesized that ICPS program would be useful to decrease behavioral and emotional problems (oppositional defiant problems, attention problems, hyperactivity problems, anxious/depressed, withdrawn/depressed, rule breaking behavior, and aggressive behavior), and would increase the total competence scores (working, behaving, learning and happy) in children with ADHD.

Study Design and Sampling

The main purpose of this study was to evaluate the improvements between pre- and post-ICPS training in measured behavioral and emotional problems in children with ADHD and their competence in term of the effectiveness of the ICPS program. This study was designed as a pre-post-test quasi-experimental design with a single group. The study group consisted of children diagnosed with ADHD in two elementary schools in Ankara/Turkey, between ages of 6 and 11, diagnosed with ADHD according to DSM-IV-TR criteria ( 1 ). The mean age of the participants was 9.1±1.1 years. All of the children were Caucasian. The socio-demographic characteristics of the children such as gender, grade, mother’s and father’s education years, father’s/mother’s profession as well as medication use for ADHD are outlined in Table 1 .

The Socio-demographic characteristics of the participants (n=33)

Inclusion criteria were: the diagnosis of ADHD according to DSM-IV-TR criteria, 6 to 12 years of age, and child/parents volunteered for the research. Exclusion criteria were: the history of head trauma or neurological illness, developmental delay or any other axis I psychiatric disorder except for oppositional defiant disorder, making a change in her/his medications during the study if the child has been taking any medication for ADHD, and failure to attend the training.

Instruments

Data collection and assessment tools used in the research were as follows:

The DSM-IV-TR Based Disruptive Behavior Disorders Screening and Rating Scale

This is a screening and assessment instrument, which was developed based on DSM-IV-TR diagnostic criteria, consists of 9 items inquiring attention problems; 6 items inquiring hyperactivity; 3 items inquiring impulsivity; 8 items inquiring oppositional defiant disorder and 15 items inquiring conduct disorder. The adaptation of this scale to Turkish society, and the validation and reliability analyses were completed in the year 2001. The Cronbach’s alpha was 0.88 for the sub-scale attention problems and 0.92 for the sub-scale disruptive behavior disorder in the reliability analysis ( 16 ).

The Child Behavior Checklist for Ages 6–18 (Teacher Report Form-TRF/6–18)

This form was developed to evaluate 6–18 age group students’ adaptation to school and their faulty behavior through information obtained from teachers in a standardized way. TRF includes 118 items related to behavioral and emotional problems. 93 of these items correspond to the items on the Child Behavior Checklist for Ages 6–18. The scale provides information regarding adaptation as well as basic functions such as school- and student-related information. In the second part of the scale, behavior problems are inquired under the categories “internalizing” and “externalizing”. Within the “internalizing” category, there are withdrawn/depressed, somatic complaints and anxious/depressed subtests, while within the “externalizing” category, there are disobedience to rules and aggressive behaviors sub-tests. There are also sub-tests such as social problems, thought problems, attention problems and other problems that do not belong to either of the two categories ( 17 ). TRF was first developed by Achenbach in 1991, and verification and validation studies in our country were conducted by Erol at al. ( 18 ). The Validity and reliability of the Turkish version of the TRF was 0.82 for Internalizing; 0.81 for Externalizing and Cronbach alpha=0.87 for total problem.

The 49 children from two elementary schools were interviewed and examined by a psychiatric practitioner trained in child psychiatry. To exclude other psychiatric disorders, the Children Depression Inventory, the State-Trait Anxiety Inventory and the Learning Disorders Checklist were applied. 37 of the 49 children met the diagnostic criteria for ADHD. The study was introduced to 37 children and their parents in an introductory meeting. Permission and written informed consent were obtained from them (n=37). Parent reports were obtained with the DSM-IV-TR based Disruptive Behavior Disorders screening and assessment scale; teacher reports were obtained with both the DSM-IV-TR Based Disruptive Behavior Disorders Screening and Assessment Scale, and “Child Behavior Checklist for Ages 6–18 (Teacher Report Form)(TRF/6–18).

Due to various reasons, such as being diagnosed with another psychiatric disorder besides ADHD and the failure to attend the training etc., four students were excluded from the study. Finally, the remaining 33 children were taken for evaluation.

The lessons of ICPS were taught to the children in small groups. The children fell into the groups based upon their school and whether they attended morning or afternoon classes resulting in 7–9 children per group. The training program was 14 weeks in length and included 83 structured lessons. Each lesson was completed in approximately 30 minutes twice per week which could be prolonged considering children’s motivation.

The ICPS training program is based on “Interpersonal Cognitive Problem-Solving Strategy”. The ICPS program was developed by Myrna B. Shure (1992) ( 19 ) for purposes of social skills training in children and adolescents. The adaptation of this training to Turkish has been made by Öğülmüş ( 14 ). The training was provided by a primary researcher who had previously been trained exclusively by Öğülmüş. The ICPS program teaches children how to think and how to evaluate their own thoughts. Behaviors are modified by focusing on the thinking processes. The ICPS program encourages children to think about finding as many alternative solutions as possible when they deal with a problem. It teaches children to learn how to think of solutions to a problem and of potential consequences to an act. The ICPS encourages children to do their own thinking instead of offering solutions and consequences ( 12 , 13 , 14 ). ICPS with enhanced critical thinking, creativity, and reasoning skills are concerned more with how a person thinks rather than what a person thinks. ICPS attempt to enhance interpersonal cognitive skills, and thus, lead to successful alterations in overt social behavior ( 12 , 13 , 14 ). The guideline book of ICPS program included 83 structured lessons using pictures, toys, puppets, games, stories, drama, role-plays, and dialogues based on real life conversations. There is a defined goal of each structured lesson in the ICPS program book ( 19 ). The examples of goals of the ICPS lessons are as follows:

To Think About their own Feelings

To learn to identify people’s feelings and to become sensitive to them (other’s feelings) or (to gain the ability to put themselves in other’s shoes)

To increase their awareness that other’s point of view might differ from their own

To recognize that there is more than one way to solve a problem

To learn being assertive without physical and verbal aggression

To learn that different people can feel different ways about the same issue

To think of both alternative solutions and means-ends plans (weighing pros and cons)

To be aware of what might happen next and to learn how to think of solutions to a problem and consequences to an act

To decide for themselves whether their idea was or was not good in the light of their own and others’ feelings and of the possible consequences.

To learn that sensitivity to the preferences of others is also important in deciding what to do in situations which situation?

To increase understanding that thinking about what is happening may, in the long run, be more beneficial than immediate action to stop the behavior

To control impulse, including to delay gratification and to cope with frustrations

Examples of ICPS Dialoguing (Problem-solving process) ( 12 ).

“What happened, what’s the problem, what’s the matter?”

“How do you think she/he feels when.. ?” (e.g., “When you hit him/her?”)

“What happened (might happen) next when you did (do) that?”

“How did that make you feel?”

“Can you think of a different way to solve the problem (tell him/her/me how you feel)?”

“Do you think that is or is not a good idea? Why (why not)?”

Ethical Approval

This study was approved by the local ethics committee of Gülhane Military Medical Academy and School of Medicine, and Ankara Provincial Education Directorate. For ethical considerations, the purposes and methods of the study were explained to the children and their parents. After receiving their consent, the study was started.

Statistical Analysis

SPSS Ver. 13.0 for Windows (SPSS Inc., IL, USA) was used for the statistical analysis. All descriptive statistics were presented as mean ± standard deviation (SD), median and number/percentage universal tests, then normal distribution fit tests (Shapiro-Wilk test) were employed for the data used. Pre- and post-test measurement data were evaluated as dependent variables scores were compared by using the Paired-Samples T-Test or the Wilcoxon Signed-Rank Test (when variances are unequal). The significance level was assumed p<0.05.

The differences between pre-and post-training scores were statistically significant for all subscales of the DSM-IV-TR Based Disruptive Behavior Disorders Screening and Rating Scale ( Table 2 ).

Comparison of the Subscales Scores of the DSM-IV-TR Based Disruptive Behavior Disorders Screening and Rating Scale before and after the ICPS Training

t: Paired-Samples T Test, z: Wilcoxon Signed Rank Test (when variances were unequal),

According to the TRF/6–18 test scores for both pre-and post-training, the all internalizing problem behaviors including “anxious/depressed”, “withdrawn/depressed” and “somatic complaints”, and the all externalizing problem behaviors including “rule-breaking behavior” and “aggressive behaviors” were found to be significantly reduced after the ICPS training ( Table 3 ). The sum of the scores for four adaptive characteristics (“working”, “behaving”, “learning” and “happy”) displays an “adaptive functioning profile” on the TRF/6–18. The difference between competence levels of these sub-tests were found to be statistically significant based on the comparison of these levels for pre- and post-ICPS training (p=0.03). The higher total competence scores indicate the better competence ( Table 3 ).

Comparison of Problematic Behaviors Scores Identified by TRF/6–18 for Pre- and Post-ICPS Training

t: Paired-Samples T Test, z: Wilcoxon Signed-Rank Test (when variances were unequal),

The effectiveness of ICPS training for children with ADHD resulted in significant improvement in ADHD symptoms as well as in such problem areas like internalizing and externalizing behavior problems. These results suggest that ICPS training might reduce problematic behaviors and improve problem-solving skills and behavior among children with ADHD.

Pharmacotherapy tends to be a first-line therapy targeting biological implications for children with ADHD. Approved pharmacological agents for the treatment of ADHD include psychostimulants and atomoxetine. Psychostimulant medication has positive effects on children with ADHD in their ability to focus and pay attention in school settings, thereby, resulting in improvement in the overall learning environment. The therapeutic effects of pharmacological agents may be temporary, as symptom reduction occurs only when medication is active in the system. The lack of long-term efficacy has been issue of concern ( 2 , 20 ). Although the effectiveness of psychostimulants for reducing ADHD symptoms have demonstrated efficacy ( 21 , 22 ), there are potential unwanted side effects of pharmacological agents ( 23 , 24 ). Because of worrying about potential and known/unknown negative effects of pharmacotherapy, some children with ADHD may be reluctant to use any medication for ADHD, and may possibly discontinue medication treatments without their prescribers’ knowledge. Furthermore, follow-up studies have demonstrated that ADHD frequently persists into adolescence and adulthood ( 2 , 25 , 26 ). In addition, adults and those in whom ADHD was diagnosed in childhood often continue to suffer ongoing significant behavior problems ( 2 , 9 , 27 ). Accordingly, if these people with ADHD use a medication as the first and only treatment for ADHD, they will have to use the medication throughout life. As a result, non-pharmacological treatment seeking, and the use of complementary are on the rise ( 26 ). In addition, children with ADHD have not only core ADHD symptoms, but have also comorbid disorders that increase complexity of treatment such as anxiety, disobedience to rules, aggressive behaviors, oppositional defiant behaviors and other social problems ( 2 , 4 ). These comorbid conditions and associated features not only add to ADHD’s clinical complexity, but also have significant implications for treatment ( 28 ). Therefore, alternative options, including psychosocial treatment approaches, may have utility for amelioration of ADHD symptoms, and have significance in reversing the risks and long-term outcomes associated with ADHD, especially if combined with medication ( 3 , 9 , 28 , 29 ). However, some studies indicated that treatment with a combination of medicine and psychosocial treatment has little or no better result compared to medicine only treatment ( 20 , 30 , 31 ). The Multimodal Treatment Study of Children with ADHD (MTA) compared four treatment options in a 4-group parallel design. Combination treatment and medication management were both significantly superior to behavioral treatment and community care in reducing the symptoms. In certain conditions (such as oppositional-defiant/aggressive symptoms, internalizing symptoms, teacher rated social skills, parent-child relations, and reading achievement), combined treatment was superior to behavioral treatment and/or community care ( 21 ).

On the contrary, other studies have demonstrated incremental results for adding behavior therapy to psychostimulant medication in terms of reductions of ADHD symptoms ( 32 , 33 ). Similarly, psychosocial interventions such as ICPS have been found to be effective for children with ADHD ( 34 ). In support of this, some studies have reported that, psychosocial therapies provided along with medication had positive effects on comorbid internalizing and externalizing behaviors ( 35 , 36 ). Diller and Goldstein ( 37 ) have emphasized: “more than one hundred studies demonstrate that parent and teacher training programs improve child compliance, reduce disruptive behaviors, and improve parent/teacher-child interactions and a number of short-term studies have scientifically demonstrated the effectiveness of psychosocial interventions for ADHD”.

Problem-solving strategies that is one of psychosocial treatments engages both the cognitive and social skills that arise from daily life experiences. Problem-solving skills are considered an important aspect that effects how one reacts and deals with these problems ( 38 ). ICPS program might be useful for both children with and without medication and may contribute to reductions in problematic behaviors. These strategies may also reduce the severity of comorbid disruptive disorders and emotional problems. ICPS training improve problematic behaviors by engaging children in thinking about their actions, the impact of their behavior on themselves and others, the possible consequences of their actions, and other options they have. However, previous studies evaluating the effectiveness of ICPS program in normal children ( 12 , 39 ) concluded that that non-ADHD children with naturally developed problem-solving thinking skills and behavior strategies benefit from ICPS as well as children with ADHD ( 12 , 38 ). There are limited studies related to children with ADHD in the literature to evaluate the effectiveness of ICPS program which we used in our research ( 12 ). In one of the initial studies with single subject design, Shure (1999) has cited that, Aberson (1996) taught ICPS to parents of 3 children with ADHD (12. ??, problem-solving skills and behavior may be improved through the use of ICPS strategies. It is important to recognize that children with ADHD trained in ICPS might learn how to find alternative ways to express their anger, handle anger, and to recognize consequences of their behavior. However, the above mentioned improvement in social and emotional adjustment lasted 4 years after training ended ( 40 ). In another study ( 10 ), also with single subject design, ICPS was conducted to teach 8 children with ADHD who already had been maintaining treatment with psychostimulant drug. While the researcher was teaching ICPS to 8 children with ADHD at an observation class, their mothers observed the ICPS lessons. The mothers applied the learned strategies to their children and used the ICPS dialogs during problem-solving process at home in real-life situations. It was suggested that ICPS program may make an additional contribution into the children treated with a psychostimulant medication to deal with their problems. In parallel with the emphasized idea of the studies ( 12 , 40 ), our data have shown that both ADHD related symptoms and non-ADHD related symptoms were observed to decrease through the use of ICPS strategies.

It was proposed that children with ADHD would need help in learning those skills and the training should be provided in a controlled setting, although normal children might easily learn problem solving skills ( 15 ). Aberson et al. ( 40 ) emphasized that, such initiatives, if applied under special circumstances, could have significant effects on problematic behaviors in children with ADHD. These special conditions were meant for parents to teach their children the skills, and to implement ICPS childrearing techniques altogether; the child learns to internalize the newly acquired skills, and to adapt them to real life. Children with ADHD may need help to generalize and internalize these skills because they could have difficulty to adaptation these skills for a changing environment and generalizing to conditions in real life. In addition, because, rehearsals through games could complement these techniques, during our study, drama and envisaging techniques were used in order to enhance and generalize the acquired skills.

The limitations of this study include: small sample size and the absence of a control group. Other significant limitations of the study could be regarded as not making a comparison with other treatment modalities and, the grading scales used were based on declaration rather than being objective. The present study was planned in a pre-posttest quasi-experimental design with one group. Further research comparing ICPS with other treatment modalities and different factors are needed.

Conclusions

ICPS training based on Interpersonal Problem Solving skills may reduce the level of problems in behaviors of children with ADHD and increase the quality of interpersonal communications. Although American Pediatrics Academy ( 41 ) stated that, psychosocial interventions were found to be effective in treating mild and moderate symptoms of such cases as in the ADHD treatment guidebook published, there is not sufficient evidence for this treatment to be applied alone. Hence, integrated and multimodal treatment approaches may be more convenient hypotheses. ICPS training is relatively easy to learn and to utilize in school settings, and may be conveniently used by most disciplines working with children. Consequently, it is thought that, the ICPS is beneficial training for children with ADHD in order to modify problematic behaviors that interfere with quality of learning, socialization and overall quality of life.

Process of the study

Conflict of interest: The authors reported no conflict of interest related to this article.

Çıkar çatışması: Yazarlar bu makale ile ilgili olarak herhangi bir çıkar çatışması bildirmemişlerdir.

What Is Collaborative Problem Solving and Why Use the Approach?

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Ablon, J.S. (2019). What Is Collaborative Problem Solving and Why Use the Approach?. In: Pollastri, A., Ablon, J., Hone, M. (eds) Collaborative Problem Solving. Current Clinical Psychiatry. Springer, Cham. https://doi.org/10.1007/978-3-030-12630-8_1

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Collaborative problem-solving has been widely embraced in the classroom instruction of critical thinking, which is regarded as the core of curriculum reform based on key competencies in the field of education as well as a key competence for learners in the 21st century. However, the effectiveness of collaborative problem-solving in promoting students’ critical thinking remains uncertain. This current research presents the major findings of a meta-analysis of 36 pieces of the literature revealed in worldwide educational periodicals during the 21st century to identify the effectiveness of collaborative problem-solving in promoting students’ critical thinking and to determine, based on evidence, whether and to what extent collaborative problem solving can result in a rise or decrease in critical thinking. The findings show that (1) collaborative problem solving is an effective teaching approach to foster students’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]); (2) in respect to the dimensions of critical thinking, collaborative problem solving can significantly and successfully enhance students’ attitudinal tendencies (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI[0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI[0.58, 0.82]); and (3) the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have an impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. On the basis of these results, recommendations are made for further study and instruction to better support students’ critical thinking in the context of collaborative problem-solving.

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Introduction.

Although critical thinking has a long history in research, the concept of critical thinking, which is regarded as an essential competence for learners in the 21st century, has recently attracted more attention from researchers and teaching practitioners (National Research Council, 2012 ). Critical thinking should be the core of curriculum reform based on key competencies in the field of education (Peng and Deng, 2017 ) because students with critical thinking can not only understand the meaning of knowledge but also effectively solve practical problems in real life even after knowledge is forgotten (Kek and Huijser, 2011 ). The definition of critical thinking is not universal (Ennis, 1989 ; Castle, 2009 ; Niu et al., 2013 ). In general, the definition of critical thinking is a self-aware and self-regulated thought process (Facione, 1990 ; Niu et al., 2013 ). It refers to the cognitive skills needed to interpret, analyze, synthesize, reason, and evaluate information as well as the attitudinal tendency to apply these abilities (Halpern, 2001 ). The view that critical thinking can be taught and learned through curriculum teaching has been widely supported by many researchers (e.g., Kuncel, 2011 ; Leng and Lu, 2020 ), leading to educators’ efforts to foster it among students. In the field of teaching practice, there are three types of courses for teaching critical thinking (Ennis, 1989 ). The first is an independent curriculum in which critical thinking is taught and cultivated without involving the knowledge of specific disciplines; the second is an integrated curriculum in which critical thinking is integrated into the teaching of other disciplines as a clear teaching goal; and the third is a mixed curriculum in which critical thinking is taught in parallel to the teaching of other disciplines for mixed teaching training. Furthermore, numerous measuring tools have been developed by researchers and educators to measure critical thinking in the context of teaching practice. These include standardized measurement tools, such as WGCTA, CCTST, CCTT, and CCTDI, which have been verified by repeated experiments and are considered effective and reliable by international scholars (Facione and Facione, 1992 ). In short, descriptions of critical thinking, including its two dimensions of attitudinal tendency and cognitive skills, different types of teaching courses, and standardized measurement tools provide a complex normative framework for understanding, teaching, and evaluating critical thinking.

Cultivating critical thinking in curriculum teaching can start with a problem, and one of the most popular critical thinking instructional approaches is problem-based learning (Liu et al., 2020 ). Duch et al. ( 2001 ) noted that problem-based learning in group collaboration is progressive active learning, which can improve students’ critical thinking and problem-solving skills. Collaborative problem-solving is the organic integration of collaborative learning and problem-based learning, which takes learners as the center of the learning process and uses problems with poor structure in real-world situations as the starting point for the learning process (Liang et al., 2017 ). Students learn the knowledge needed to solve problems in a collaborative group, reach a consensus on problems in the field, and form solutions through social cooperation methods, such as dialogue, interpretation, questioning, debate, negotiation, and reflection, thus promoting the development of learners’ domain knowledge and critical thinking (Cindy, 2004 ; Liang et al., 2017 ).

Collaborative problem-solving has been widely used in the teaching practice of critical thinking, and several studies have attempted to conduct a systematic review and meta-analysis of the empirical literature on critical thinking from various perspectives. However, little attention has been paid to the impact of collaborative problem-solving on critical thinking. Therefore, the best approach for developing and enhancing critical thinking throughout collaborative problem-solving is to examine how to implement critical thinking instruction; however, this issue is still unexplored, which means that many teachers are incapable of better instructing critical thinking (Leng and Lu, 2020 ; Niu et al., 2013 ). For example, Huber ( 2016 ) provided the meta-analysis findings of 71 publications on gaining critical thinking over various time frames in college with the aim of determining whether critical thinking was truly teachable. These authors found that learners significantly improve their critical thinking while in college and that critical thinking differs with factors such as teaching strategies, intervention duration, subject area, and teaching type. The usefulness of collaborative problem-solving in fostering students’ critical thinking, however, was not determined by this study, nor did it reveal whether there existed significant variations among the different elements. A meta-analysis of 31 pieces of educational literature was conducted by Liu et al. ( 2020 ) to assess the impact of problem-solving on college students’ critical thinking. These authors found that problem-solving could promote the development of critical thinking among college students and proposed establishing a reasonable group structure for problem-solving in a follow-up study to improve students’ critical thinking. Additionally, previous empirical studies have reached inconclusive and even contradictory conclusions about whether and to what extent collaborative problem-solving increases or decreases critical thinking levels. As an illustration, Yang et al. ( 2008 ) carried out an experiment on the integrated curriculum teaching of college students based on a web bulletin board with the goal of fostering participants’ critical thinking in the context of collaborative problem-solving. These authors’ research revealed that through sharing, debating, examining, and reflecting on various experiences and ideas, collaborative problem-solving can considerably enhance students’ critical thinking in real-life problem situations. In contrast, collaborative problem-solving had a positive impact on learners’ interaction and could improve learning interest and motivation but could not significantly improve students’ critical thinking when compared to traditional classroom teaching, according to research by Naber and Wyatt ( 2014 ) and Sendag and Odabasi ( 2009 ) on undergraduate and high school students, respectively.

The above studies show that there is inconsistency regarding the effectiveness of collaborative problem-solving in promoting students’ critical thinking. Therefore, it is essential to conduct a thorough and trustworthy review to detect and decide whether and to what degree collaborative problem-solving can result in a rise or decrease in critical thinking. Meta-analysis is a quantitative analysis approach that is utilized to examine quantitative data from various separate studies that are all focused on the same research topic. This approach characterizes the effectiveness of its impact by averaging the effect sizes of numerous qualitative studies in an effort to reduce the uncertainty brought on by independent research and produce more conclusive findings (Lipsey and Wilson, 2001 ).

This paper used a meta-analytic approach and carried out a meta-analysis to examine the effectiveness of collaborative problem-solving in promoting students’ critical thinking in order to make a contribution to both research and practice. The following research questions were addressed by this meta-analysis:

What is the overall effect size of collaborative problem-solving in promoting students’ critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills)?

How are the disparities between the study conclusions impacted by various moderating variables if the impacts of various experimental designs in the included studies are heterogeneous?

This research followed the strict procedures (e.g., database searching, identification, screening, eligibility, merging, duplicate removal, and analysis of included studies) of Cooper’s ( 2010 ) proposed meta-analysis approach for examining quantitative data from various separate studies that are all focused on the same research topic. The relevant empirical research that appeared in worldwide educational periodicals within the 21st century was subjected to this meta-analysis using Rev-Man 5.4. The consistency of the data extracted separately by two researchers was tested using Cohen’s kappa coefficient, and a publication bias test and a heterogeneity test were run on the sample data to ascertain the quality of this meta-analysis.

Data sources and search strategies

There were three stages to the data collection process for this meta-analysis, as shown in Fig. 1 , which shows the number of articles included and eliminated during the selection process based on the statement and study eligibility criteria.

This flowchart shows the number of records identified, included and excluded in the article.

First, the databases used to systematically search for relevant articles were the journal papers of the Web of Science Core Collection and the Chinese Core source journal, as well as the Chinese Social Science Citation Index (CSSCI) source journal papers included in CNKI. These databases were selected because they are credible platforms that are sources of scholarly and peer-reviewed information with advanced search tools and contain literature relevant to the subject of our topic from reliable researchers and experts. The search string with the Boolean operator used in the Web of Science was “TS = (((“critical thinking” or “ct” and “pretest” or “posttest”) or (“critical thinking” or “ct” and “control group” or “quasi experiment” or “experiment”)) and (“collaboration” or “collaborative learning” or “CSCL”) and (“problem solving” or “problem-based learning” or “PBL”))”. The research area was “Education Educational Research”, and the search period was “January 1, 2000, to December 30, 2021”. A total of 412 papers were obtained. The search string with the Boolean operator used in the CNKI was “SU = (‘critical thinking’*‘collaboration’ + ‘critical thinking’*‘collaborative learning’ + ‘critical thinking’*‘CSCL’ + ‘critical thinking’*‘problem solving’ + ‘critical thinking’*‘problem-based learning’ + ‘critical thinking’*‘PBL’ + ‘critical thinking’*‘problem oriented’) AND FT = (‘experiment’ + ‘quasi experiment’ + ‘pretest’ + ‘posttest’ + ‘empirical study’)” (translated into Chinese when searching). A total of 56 studies were found throughout the search period of “January 2000 to December 2021”. From the databases, all duplicates and retractions were eliminated before exporting the references into Endnote, a program for managing bibliographic references. In all, 466 studies were found.

Second, the studies that matched the inclusion and exclusion criteria for the meta-analysis were chosen by two researchers after they had reviewed the abstracts and titles of the gathered articles, yielding a total of 126 studies.

Third, two researchers thoroughly reviewed each included article’s whole text in accordance with the inclusion and exclusion criteria. Meanwhile, a snowball search was performed using the references and citations of the included articles to ensure complete coverage of the articles. Ultimately, 36 articles were kept.

Two researchers worked together to carry out this entire process, and a consensus rate of almost 94.7% was reached after discussion and negotiation to clarify any emerging differences.

Eligibility criteria

Since not all the retrieved studies matched the criteria for this meta-analysis, eligibility criteria for both inclusion and exclusion were developed as follows:

The publication language of the included studies was limited to English and Chinese, and the full text could be obtained. Articles that did not meet the publication language and articles not published between 2000 and 2021 were excluded.

The research design of the included studies must be empirical and quantitative studies that can assess the effect of collaborative problem-solving on the development of critical thinking. Articles that could not identify the causal mechanisms by which collaborative problem-solving affects critical thinking, such as review articles and theoretical articles, were excluded.

The research method of the included studies must feature a randomized control experiment or a quasi-experiment, or a natural experiment, which have a higher degree of internal validity with strong experimental designs and can all plausibly provide evidence that critical thinking and collaborative problem-solving are causally related. Articles with non-experimental research methods, such as purely correlational or observational studies, were excluded.

The participants of the included studies were only students in school, including K-12 students and college students. Articles in which the participants were non-school students, such as social workers or adult learners, were excluded.

The research results of the included studies must mention definite signs that may be utilized to gauge critical thinking’s impact (e.g., sample size, mean value, or standard deviation). Articles that lacked specific measurement indicators for critical thinking and could not calculate the effect size were excluded.

Data coding design

In order to perform a meta-analysis, it is necessary to collect the most important information from the articles, codify that information’s properties, and convert descriptive data into quantitative data. Therefore, this study designed a data coding template (see Table 1 ). Ultimately, 16 coding fields were retained.

The designed data-coding template consisted of three pieces of information. Basic information about the papers was included in the descriptive information: the publishing year, author, serial number, and title of the paper.

The variable information for the experimental design had three variables: the independent variable (instruction method), the dependent variable (critical thinking), and the moderating variable (learning stage, teaching type, intervention duration, learning scaffold, group size, measuring tool, and subject area). Depending on the topic of this study, the intervention strategy, as the independent variable, was coded into collaborative and non-collaborative problem-solving. The dependent variable, critical thinking, was coded as a cognitive skill and an attitudinal tendency. And seven moderating variables were created by grouping and combining the experimental design variables discovered within the 36 studies (see Table 1 ), where learning stages were encoded as higher education, high school, middle school, and primary school or lower; teaching types were encoded as mixed courses, integrated courses, and independent courses; intervention durations were encoded as 0–1 weeks, 1–4 weeks, 4–12 weeks, and more than 12 weeks; group sizes were encoded as 2–3 persons, 4–6 persons, 7–10 persons, and more than 10 persons; learning scaffolds were encoded as teacher-supported learning scaffold, technique-supported learning scaffold, and resource-supported learning scaffold; measuring tools were encoded as standardized measurement tools (e.g., WGCTA, CCTT, CCTST, and CCTDI) and self-adapting measurement tools (e.g., modified or made by researchers); and subject areas were encoded according to the specific subjects used in the 36 included studies.

The data information contained three metrics for measuring critical thinking: sample size, average value, and standard deviation. It is vital to remember that studies with various experimental designs frequently adopt various formulas to determine the effect size. And this paper used Morris’ proposed standardized mean difference (SMD) calculation formula ( 2008 , p. 369; see Supplementary Table S3 ).

Procedure for extracting and coding data

According to the data coding template (see Table 1 ), the 36 papers’ information was retrieved by two researchers, who then entered them into Excel (see Supplementary Table S1 ). The results of each study were extracted separately in the data extraction procedure if an article contained numerous studies on critical thinking, or if a study assessed different critical thinking dimensions. For instance, Tiwari et al. ( 2010 ) used four time points, which were viewed as numerous different studies, to examine the outcomes of critical thinking, and Chen ( 2013 ) included the two outcome variables of attitudinal tendency and cognitive skills, which were regarded as two studies. After discussion and negotiation during data extraction, the two researchers’ consistency test coefficients were roughly 93.27%. Supplementary Table S2 details the key characteristics of the 36 included articles with 79 effect quantities, including descriptive information (e.g., the publishing year, author, serial number, and title of the paper), variable information (e.g., independent variables, dependent variables, and moderating variables), and data information (e.g., mean values, standard deviations, and sample size). Following that, testing for publication bias and heterogeneity was done on the sample data using the Rev-Man 5.4 software, and then the test results were used to conduct a meta-analysis.

Publication bias test

When the sample of studies included in a meta-analysis does not accurately reflect the general status of research on the relevant subject, publication bias is said to be exhibited in this research. The reliability and accuracy of the meta-analysis may be impacted by publication bias. Due to this, the meta-analysis needs to check the sample data for publication bias (Stewart et al., 2006 ). A popular method to check for publication bias is the funnel plot; and it is unlikely that there will be publishing bias when the data are equally dispersed on either side of the average effect size and targeted within the higher region. The data are equally dispersed within the higher portion of the efficient zone, consistent with the funnel plot connected with this analysis (see Fig. 2 ), indicating that publication bias is unlikely in this situation.

This funnel plot shows the result of publication bias of 79 effect quantities across 36 studies.

Heterogeneity test

To select the appropriate effect models for the meta-analysis, one might use the results of a heterogeneity test on the data effect sizes. In a meta-analysis, it is common practice to gauge the degree of data heterogeneity using the I 2 value, and I 2  ≥ 50% is typically understood to denote medium-high heterogeneity, which calls for the adoption of a random effect model; if not, a fixed effect model ought to be applied (Lipsey and Wilson, 2001 ). The findings of the heterogeneity test in this paper (see Table 2 ) revealed that I 2 was 86% and displayed significant heterogeneity ( P  < 0.01). To ensure accuracy and reliability, the overall effect size ought to be calculated utilizing the random effect model.

The analysis of the overall effect size

This meta-analysis utilized a random effect model to examine 79 effect quantities from 36 studies after eliminating heterogeneity. In accordance with Cohen’s criterion (Cohen, 1992 ), it is abundantly clear from the analysis results, which are shown in the forest plot of the overall effect (see Fig. 3 ), that the cumulative impact size of cooperative problem-solving is 0.82, which is statistically significant ( z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]), and can encourage learners to practice critical thinking.

This forest plot shows the analysis result of the overall effect size across 36 studies.

In addition, this study examined two distinct dimensions of critical thinking to better understand the precise contributions that collaborative problem-solving makes to the growth of critical thinking. The findings (see Table 3 ) indicate that collaborative problem-solving improves cognitive skills (ES = 0.70) and attitudinal tendency (ES = 1.17), with significant intergroup differences (chi 2  = 7.95, P  < 0.01). Although collaborative problem-solving improves both dimensions of critical thinking, it is essential to point out that the improvements in students’ attitudinal tendency are much more pronounced and have a significant comprehensive effect (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]), whereas gains in learners’ cognitive skill are slightly improved and are just above average. (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

The analysis of moderator effect size

The whole forest plot’s 79 effect quantities underwent a two-tailed test, which revealed significant heterogeneity ( I 2  = 86%, z  = 12.78, P  < 0.01), indicating differences between various effect sizes that may have been influenced by moderating factors other than sampling error. Therefore, exploring possible moderating factors that might produce considerable heterogeneity was done using subgroup analysis, such as the learning stage, learning scaffold, teaching type, group size, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, in order to further explore the key factors that influence critical thinking. The findings (see Table 4 ) indicate that various moderating factors have advantageous effects on critical thinking. In this situation, the subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), learning scaffold (chi 2  = 9.03, P  < 0.01), and teaching type (chi 2  = 7.20, P  < 0.05) are all significant moderators that can be applied to support the cultivation of critical thinking. However, since the learning stage and the measuring tools did not significantly differ among intergroup (chi 2  = 3.15, P  = 0.21 > 0.05, and chi 2  = 0.08, P  = 0.78 > 0.05), we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving. These are the precise outcomes, as follows:

Various learning stages influenced critical thinking positively, without significant intergroup differences (chi 2  = 3.15, P  = 0.21 > 0.05). High school was first on the list of effect sizes (ES = 1.36, P  < 0.01), then higher education (ES = 0.78, P  < 0.01), and middle school (ES = 0.73, P  < 0.01). These results show that, despite the learning stage’s beneficial influence on cultivating learners’ critical thinking, we are unable to explain why it is essential for cultivating critical thinking in the context of collaborative problem-solving.

Different teaching types had varying degrees of positive impact on critical thinking, with significant intergroup differences (chi 2  = 7.20, P  < 0.05). The effect size was ranked as follows: mixed courses (ES = 1.34, P  < 0.01), integrated courses (ES = 0.81, P  < 0.01), and independent courses (ES = 0.27, P  < 0.01). These results indicate that the most effective approach to cultivate critical thinking utilizing collaborative problem solving is through the teaching type of mixed courses.

Various intervention durations significantly improved critical thinking, and there were significant intergroup differences (chi 2  = 12.18, P  < 0.01). The effect sizes related to this variable showed a tendency to increase with longer intervention durations. The improvement in critical thinking reached a significant level (ES = 0.85, P  < 0.01) after more than 12 weeks of training. These findings indicate that the intervention duration and critical thinking’s impact are positively correlated, with a longer intervention duration having a greater effect.

Different learning scaffolds influenced critical thinking positively, with significant intergroup differences (chi 2  = 9.03, P  < 0.01). The resource-supported learning scaffold (ES = 0.69, P  < 0.01) acquired a medium-to-higher level of impact, the technique-supported learning scaffold (ES = 0.63, P  < 0.01) also attained a medium-to-higher level of impact, and the teacher-supported learning scaffold (ES = 0.92, P  < 0.01) displayed a high level of significant impact. These results show that the learning scaffold with teacher support has the greatest impact on cultivating critical thinking.

Various group sizes influenced critical thinking positively, and the intergroup differences were statistically significant (chi 2  = 8.77, P  < 0.05). Critical thinking showed a general declining trend with increasing group size. The overall effect size of 2–3 people in this situation was the biggest (ES = 0.99, P  < 0.01), and when the group size was greater than 7 people, the improvement in critical thinking was at the lower-middle level (ES < 0.5, P  < 0.01). These results show that the impact on critical thinking is positively connected with group size, and as group size grows, so does the overall impact.

Various measuring tools influenced critical thinking positively, with significant intergroup differences (chi 2  = 0.08, P  = 0.78 > 0.05). In this situation, the self-adapting measurement tools obtained an upper-medium level of effect (ES = 0.78), whereas the complete effect size of the standardized measurement tools was the largest, achieving a significant level of effect (ES = 0.84, P  < 0.01). These results show that, despite the beneficial influence of the measuring tool on cultivating critical thinking, we are unable to explain why it is crucial in fostering the growth of critical thinking by utilizing the approach of collaborative problem-solving.

Different subject areas had a greater impact on critical thinking, and the intergroup differences were statistically significant (chi 2  = 13.36, P  < 0.05). Mathematics had the greatest overall impact, achieving a significant level of effect (ES = 1.68, P  < 0.01), followed by science (ES = 1.25, P  < 0.01) and medical science (ES = 0.87, P  < 0.01), both of which also achieved a significant level of effect. Programming technology was the least effective (ES = 0.39, P  < 0.01), only having a medium-low degree of effect compared to education (ES = 0.72, P  < 0.01) and other fields (such as language, art, and social sciences) (ES = 0.58, P  < 0.01). These results suggest that scientific fields (e.g., mathematics, science) may be the most effective subject areas for cultivating critical thinking utilizing the approach of collaborative problem-solving.

The effectiveness of collaborative problem solving with regard to teaching critical thinking

According to this meta-analysis, using collaborative problem-solving as an intervention strategy in critical thinking teaching has a considerable amount of impact on cultivating learners’ critical thinking as a whole and has a favorable promotional effect on the two dimensions of critical thinking. According to certain studies, collaborative problem solving, the most frequently used critical thinking teaching strategy in curriculum instruction can considerably enhance students’ critical thinking (e.g., Liang et al., 2017 ; Liu et al., 2020 ; Cindy, 2004 ). This meta-analysis provides convergent data support for the above research views. Thus, the findings of this meta-analysis not only effectively address the first research query regarding the overall effect of cultivating critical thinking and its impact on the two dimensions of critical thinking (i.e., attitudinal tendency and cognitive skills) utilizing the approach of collaborative problem-solving, but also enhance our confidence in cultivating critical thinking by using collaborative problem-solving intervention approach in the context of classroom teaching.

Furthermore, the associated improvements in attitudinal tendency are much stronger, but the corresponding improvements in cognitive skill are only marginally better. According to certain studies, cognitive skill differs from the attitudinal tendency in classroom instruction; the cultivation and development of the former as a key ability is a process of gradual accumulation, while the latter as an attitude is affected by the context of the teaching situation (e.g., a novel and exciting teaching approach, challenging and rewarding tasks) (Halpern, 2001 ; Wei and Hong, 2022 ). Collaborative problem-solving as a teaching approach is exciting and interesting, as well as rewarding and challenging; because it takes the learners as the focus and examines problems with poor structure in real situations, and it can inspire students to fully realize their potential for problem-solving, which will significantly improve their attitudinal tendency toward solving problems (Liu et al., 2020 ). Similar to how collaborative problem-solving influences attitudinal tendency, attitudinal tendency impacts cognitive skill when attempting to solve a problem (Liu et al., 2020 ; Zhang et al., 2022 ), and stronger attitudinal tendencies are associated with improved learning achievement and cognitive ability in students (Sison, 2008 ; Zhang et al., 2022 ). It can be seen that the two specific dimensions of critical thinking as well as critical thinking as a whole are affected by collaborative problem-solving, and this study illuminates the nuanced links between cognitive skills and attitudinal tendencies with regard to these two dimensions of critical thinking. To fully develop students’ capacity for critical thinking, future empirical research should pay closer attention to cognitive skills.

The moderating effects of collaborative problem solving with regard to teaching critical thinking

In order to further explore the key factors that influence critical thinking, exploring possible moderating effects that might produce considerable heterogeneity was done using subgroup analysis. The findings show that the moderating factors, such as the teaching type, learning stage, group size, learning scaffold, duration of the intervention, measuring tool, and the subject area included in the 36 experimental designs, could all support the cultivation of collaborative problem-solving in critical thinking. Among them, the effect size differences between the learning stage and measuring tool are not significant, which does not explain why these two factors are crucial in supporting the cultivation of critical thinking utilizing the approach of collaborative problem-solving.

In terms of the learning stage, various learning stages influenced critical thinking positively without significant intergroup differences, indicating that we are unable to explain why it is crucial in fostering the growth of critical thinking.

Although high education accounts for 70.89% of all empirical studies performed by researchers, high school may be the appropriate learning stage to foster students’ critical thinking by utilizing the approach of collaborative problem-solving since it has the largest overall effect size. This phenomenon may be related to student’s cognitive development, which needs to be further studied in follow-up research.

With regard to teaching type, mixed course teaching may be the best teaching method to cultivate students’ critical thinking. Relevant studies have shown that in the actual teaching process if students are trained in thinking methods alone, the methods they learn are isolated and divorced from subject knowledge, which is not conducive to their transfer of thinking methods; therefore, if students’ thinking is trained only in subject teaching without systematic method training, it is challenging to apply to real-world circumstances (Ruggiero, 2012 ; Hu and Liu, 2015 ). Teaching critical thinking as mixed course teaching in parallel to other subject teachings can achieve the best effect on learners’ critical thinking, and explicit critical thinking instruction is more effective than less explicit critical thinking instruction (Bensley and Spero, 2014 ).

In terms of the intervention duration, with longer intervention times, the overall effect size shows an upward tendency. Thus, the intervention duration and critical thinking’s impact are positively correlated. Critical thinking, as a key competency for students in the 21st century, is difficult to get a meaningful improvement in a brief intervention duration. Instead, it could be developed over a lengthy period of time through consistent teaching and the progressive accumulation of knowledge (Halpern, 2001 ; Hu and Liu, 2015 ). Therefore, future empirical studies ought to take these restrictions into account throughout a longer period of critical thinking instruction.

With regard to group size, a group size of 2–3 persons has the highest effect size, and the comprehensive effect size decreases with increasing group size in general. This outcome is in line with some research findings; as an example, a group composed of two to four members is most appropriate for collaborative learning (Schellens and Valcke, 2006 ). However, the meta-analysis results also indicate that once the group size exceeds 7 people, small groups cannot produce better interaction and performance than large groups. This may be because the learning scaffolds of technique support, resource support, and teacher support improve the frequency and effectiveness of interaction among group members, and a collaborative group with more members may increase the diversity of views, which is helpful to cultivate critical thinking utilizing the approach of collaborative problem-solving.

With regard to the learning scaffold, the three different kinds of learning scaffolds can all enhance critical thinking. Among them, the teacher-supported learning scaffold has the largest overall effect size, demonstrating the interdependence of effective learning scaffolds and collaborative problem-solving. This outcome is in line with some research findings; as an example, a successful strategy is to encourage learners to collaborate, come up with solutions, and develop critical thinking skills by using learning scaffolds (Reiser, 2004 ; Xu et al., 2022 ); learning scaffolds can lower task complexity and unpleasant feelings while also enticing students to engage in learning activities (Wood et al., 2006 ); learning scaffolds are designed to assist students in using learning approaches more successfully to adapt the collaborative problem-solving process, and the teacher-supported learning scaffolds have the greatest influence on critical thinking in this process because they are more targeted, informative, and timely (Xu et al., 2022 ).

With respect to the measuring tool, despite the fact that standardized measurement tools (such as the WGCTA, CCTT, and CCTST) have been acknowledged as trustworthy and effective by worldwide experts, only 54.43% of the research included in this meta-analysis adopted them for assessment, and the results indicated no intergroup differences. These results suggest that not all teaching circumstances are appropriate for measuring critical thinking using standardized measurement tools. “The measuring tools for measuring thinking ability have limits in assessing learners in educational situations and should be adapted appropriately to accurately assess the changes in learners’ critical thinking.”, according to Simpson and Courtney ( 2002 , p. 91). As a result, in order to more fully and precisely gauge how learners’ critical thinking has evolved, we must properly modify standardized measuring tools based on collaborative problem-solving learning contexts.

With regard to the subject area, the comprehensive effect size of science departments (e.g., mathematics, science, medical science) is larger than that of language arts and social sciences. Some recent international education reforms have noted that critical thinking is a basic part of scientific literacy. Students with scientific literacy can prove the rationality of their judgment according to accurate evidence and reasonable standards when they face challenges or poorly structured problems (Kyndt et al., 2013 ), which makes critical thinking crucial for developing scientific understanding and applying this understanding to practical problem solving for problems related to science, technology, and society (Yore et al., 2007 ).

Suggestions for critical thinking teaching

Other than those stated in the discussion above, the following suggestions are offered for critical thinking instruction utilizing the approach of collaborative problem-solving.

First, teachers should put a special emphasis on the two core elements, which are collaboration and problem-solving, to design real problems based on collaborative situations. This meta-analysis provides evidence to support the view that collaborative problem-solving has a strong synergistic effect on promoting students’ critical thinking. Asking questions about real situations and allowing learners to take part in critical discussions on real problems during class instruction are key ways to teach critical thinking rather than simply reading speculative articles without practice (Mulnix, 2012 ). Furthermore, the improvement of students’ critical thinking is realized through cognitive conflict with other learners in the problem situation (Yang et al., 2008 ). Consequently, it is essential for teachers to put a special emphasis on the two core elements, which are collaboration and problem-solving, and design real problems and encourage students to discuss, negotiate, and argue based on collaborative problem-solving situations.

Second, teachers should design and implement mixed courses to cultivate learners’ critical thinking, utilizing the approach of collaborative problem-solving. Critical thinking can be taught through curriculum instruction (Kuncel, 2011 ; Leng and Lu, 2020 ), with the goal of cultivating learners’ critical thinking for flexible transfer and application in real problem-solving situations. This meta-analysis shows that mixed course teaching has a highly substantial impact on the cultivation and promotion of learners’ critical thinking. Therefore, teachers should design and implement mixed course teaching with real collaborative problem-solving situations in combination with the knowledge content of specific disciplines in conventional teaching, teach methods and strategies of critical thinking based on poorly structured problems to help students master critical thinking, and provide practical activities in which students can interact with each other to develop knowledge construction and critical thinking utilizing the approach of collaborative problem-solving.

Third, teachers should be more trained in critical thinking, particularly preservice teachers, and they also should be conscious of the ways in which teachers’ support for learning scaffolds can promote critical thinking. The learning scaffold supported by teachers had the greatest impact on learners’ critical thinking, in addition to being more directive, targeted, and timely (Wood et al., 2006 ). Critical thinking can only be effectively taught when teachers recognize the significance of critical thinking for students’ growth and use the proper approaches while designing instructional activities (Forawi, 2016 ). Therefore, with the intention of enabling teachers to create learning scaffolds to cultivate learners’ critical thinking utilizing the approach of collaborative problem solving, it is essential to concentrate on the teacher-supported learning scaffolds and enhance the instruction for teaching critical thinking to teachers, especially preservice teachers.

Implications and limitations

There are certain limitations in this meta-analysis, but future research can correct them. First, the search languages were restricted to English and Chinese, so it is possible that pertinent studies that were written in other languages were overlooked, resulting in an inadequate number of articles for review. Second, these data provided by the included studies are partially missing, such as whether teachers were trained in the theory and practice of critical thinking, the average age and gender of learners, and the differences in critical thinking among learners of various ages and genders. Third, as is typical for review articles, more studies were released while this meta-analysis was being done; therefore, it had a time limit. With the development of relevant research, future studies focusing on these issues are highly relevant and needed.

Conclusions

The subject of the magnitude of collaborative problem-solving’s impact on fostering students’ critical thinking, which received scant attention from other studies, was successfully addressed by this study. The question of the effectiveness of collaborative problem-solving in promoting students’ critical thinking was addressed in this study, which addressed a topic that had gotten little attention in earlier research. The following conclusions can be made:

Regarding the results obtained, collaborative problem solving is an effective teaching approach to foster learners’ critical thinking, with a significant overall effect size (ES = 0.82, z  = 12.78, P  < 0.01, 95% CI [0.69, 0.95]). With respect to the dimensions of critical thinking, collaborative problem-solving can significantly and effectively improve students’ attitudinal tendency, and the comprehensive effect is significant (ES = 1.17, z  = 7.62, P  < 0.01, 95% CI [0.87, 1.47]); nevertheless, it falls short in terms of improving students’ cognitive skills, having only an upper-middle impact (ES = 0.70, z  = 11.55, P  < 0.01, 95% CI [0.58, 0.82]).

As demonstrated by both the results and the discussion, there are varying degrees of beneficial effects on students’ critical thinking from all seven moderating factors, which were found across 36 studies. In this context, the teaching type (chi 2  = 7.20, P  < 0.05), intervention duration (chi 2  = 12.18, P  < 0.01), subject area (chi 2  = 13.36, P  < 0.05), group size (chi 2  = 8.77, P  < 0.05), and learning scaffold (chi 2  = 9.03, P  < 0.01) all have a positive impact on critical thinking, and they can be viewed as important moderating factors that affect how critical thinking develops. Since the learning stage (chi 2  = 3.15, P  = 0.21 > 0.05) and measuring tools (chi 2  = 0.08, P  = 0.78 > 0.05) did not demonstrate any significant intergroup differences, we are unable to explain why these two factors are crucial in supporting the cultivation of critical thinking in the context of collaborative problem-solving.

Data availability

All data generated or analyzed during this study are included within the article and its supplementary information files, and the supplementary information files are available in the Dataverse repository: https://doi.org/10.7910/DVN/IPFJO6 .

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Acknowledgements

This research was supported by the graduate scientific research and innovation project of Xinjiang Uygur Autonomous Region named “Research on in-depth learning of high school information technology courses for the cultivation of computing thinking” (No. XJ2022G190) and the independent innovation fund project for doctoral students of the College of Educational Science of Xinjiang Normal University named “Research on project-based teaching of high school information technology courses from the perspective of discipline core literacy” (No. XJNUJKYA2003).

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Xu, E., Wang, W. & Wang, Q. The effectiveness of collaborative problem solving in promoting students’ critical thinking: A meta-analysis based on empirical literature. Humanit Soc Sci Commun 10 , 16 (2023). https://doi.org/10.1057/s41599-023-01508-1

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Attention-deficit/hyperactivity disorder with oppositional defiant disorder in Swedish children - an open study of collaborative problem solving

Affiliation.

• 1 The Gillberg Neuropsychiatry Centre at the Sahlgrenska Academy, University of Gothenburg, Sweden.
• PMID: 22375727
• DOI: 10.1111/j.1651-2227.2012.02646.x

Aim: To evaluate collaborative problem solving (CPS) in Swedish 6-13-year-old children with attention-deficit/hyperactivity disorder and oppositional defiant disorder (ODD).

Methods: Seventeen families completed 6-10 sessions of CPS training. Primary outcome measures were SNAP-IV [attention-deficit/hyperactivity disorder (ADHD) and ODD scores] and Clinical Global Impression-Improvement (CGI-I) scores at baseline, post-intervention and 6 months later. Secondary outcome measures were the Conners' 10-item scale and the Family Burden of Illness Module (FBIM).

Results: All 17 participants completed the intervention. The whole group had significant reductions in SNAP-IV ODD, ADHD, total Conners' and FBIM scores, both at post-intervention and at 6-month follow-up. Eight of the children, although significantly improved on ODD scores and the Conners' emotional lability subscale at post-intervention, had almost no improvement in hyperactivity/impulsivity. Post-intervention, this group received stimulant medication for their ADHD. CGI-I scores of much improved or very much improved were reached by 53% (9/17) of all at post-intervention, and by 81% (13/16) at 6-month follow-up.

Conclusion: Collaborative problem solving significantly reduced ODD, ADHD and emotional lability symptoms. A subgroup improved in their ADHD symptoms only after adding stimulant medication.

© 2012 The Author(s)/Acta Paediatrica © 2012 Foundation Acta Paediatrica.

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Dr. Ross Greene

Originator of the Collaborative & Proactive Solutions Approach

Collaborative & Proactive Solutions (CPS) is the model of care Dr. Greene originated and describes in his various books.

The CPS model is based on the premise that challenging behavior occurs when the demands and expectations being placed on a kid exceed the kid’s capacity to respond adaptively…and that some kids are better equipped (i.e., have the skills) to handle certain demands and expectations. So the emphasis of the model isn’t on kids' challenging behavior, which is – whether it’s whining, pouting, sulking, withdrawing, crying, screaming, swearing, hitting, spitting, biting, or worse – just the manner in which they’re expressing the fact that there are expectations they’re having difficulty meeting. Nor does the model focus on psychiatric diagnoses, which are simply categories of challenging behaviors. Rather the model focuses on identifying the skills a person is lacking and the expectations they’re having difficulty meeting. (In the CPS model, those unmet expectations are referred to as unsolved problems.) Then the goal is to help them solve those problems, rather than trying to modify their behavior through application of rewards and punishments.

In the CPS model, the problem solving is of the collaborative and proactive variety. This is in contrast to many of the interventions that are commonly applied to kids, which are of the unilateral and emergent variety. The goal is to foster a problem-solving, collaborative partnership between adults and kids and to engage kids in solving the problems that affect their lives. As such, the CPS model is non-punitive and non-adversarial, decreases the likelihood of conflict, enhances relationships, improves communication, and helps kids and adults learn and display the skills on the more positive side of human nature: empathy, appreciating how one’s behavior is affecting others, resolving disagreements in ways that do not involve conflict, taking another’s perspective, and honesty.

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How Does ADHD Impact Problem Solving Abilities?

People usually think of ADHD as a bundle of challenges—like being easily distracted or acting impulsively. However, this condition also shapes unique problem-solving skills that we seldom talk about.

This article takes a deep dive into the relationship between ADHD and problem-solving abilities, we'll explore whether individuals with ADHD possess distinctive problem-solving skills and how these skills manifest. 

By examining aspects such as embracing novelty, hyperfocus, creativity, divergent thinking, adaptability, intuition, and pattern recognition, we aim to uncover the hidden strengths that often accompany ADHD. 

Understanding these capabilities can provide valuable insights into the broader implications of problem-solving for individuals with ADHD, ultimately contributing to a more nuanced perspective on this condition.

Do Individuals with ADHD Have Problem-Solving Skills?

Many ADHD individuals exhibit remarkable creativity, adaptability, and out-of-the-box thinking when confronted with challenges. Their propensity for creative problem-solving allows them to innovate and generate alternative solutions, often approaching problems from novel angles. 

Additionally, their flexibility in adapting to changing circumstances enables them to navigate complex problem spaces with agility, adjusting tactics as needed to overcome obstacles. Despite potential challenges, ADHD individuals often demonstrate resilience and persistence, strictly pursuing solutions even amidst distractions and setbacks. 

How Does ADHD Influence Problem Solving?

When examining how Attention Deficit Hyperactivity Disorder (ADHD) influences problem solving, several distinctive traits emerge, each contributing to a unique approach to tackling challenges.

Embracing Novelty

Individuals with ADHD have a remarkable ability to embrace risk and novelty in problem-solving, but these skills only flourish in the right environment. When placed in a supportive and understanding setting, they are more likely to explore alternative approaches rather than sticking to conventional methods. 

This willingness to venture into uncharted territories fosters a spirit of innovation, allowing them to uncover unconventional solutions that others might miss. By challenging the status quo and embracing unconventional strategies, individuals with ADHD inject a fresh perspective into problem-solving processes, often yielding breakthrough outcomes that defy conventional expectations.

ADHDers experience moments of hyperfocus, where they show intense concentration on tasks that interest them. A supportive environment allows them to deeply engage in problem-solving with unmatched dedication and creativity. Despite distractions, they stay focused, exploring complex problems with a precision that others might lack. 

However, in the wrong environment, these skills may not appear. The right setting helps them sustain their intense focus, especially on tasks they are passionate about . This enables them to achieve impressive problem-solving results, often surpassing expectations and challenging common stereotypes about ADHD.

Creativity and Divergent Thinking

Individuals with ADHD are known for their high creativity and ability to think differently. This flexibility helps them come up with many ideas and perspectives when facing complex problems. Unlike neurotypical individuals, who may stick to conventional thinking, those with ADHD can embrace unusual viewpoints. 

In a supportive environment, they explore various possibilities and consider alternative perspectives, adding fresh insights and innovative solutions to problem-solving. This propensity for divergent thinking not only enhances the quality of problem-solving outcomes but also fosters a culture of creativity and innovation within collaborative settings.

Adaptability

Adaptability is a key strength in ADHD problem-solving, as individuals seamlessly adapt to changing circumstances and navigate dynamic problem-solving scenarios with ease. This innate adaptability enables them to pivot quickly and adjust their strategies in response to evolving challenges, creating resilience in the face of adversity. 

Whether confronted with unexpected obstacles or shifting priorities, individuals with ADHD demonstrate a remarkable ability to remain agile and resourceful in the right environment, persevering until a solution is found. By embracing change and embracing flexibility, they effectively navigate the complexities of problem-solving processes, ultimately achieving successful outcomes even in the most challenging of circumstances.

Intuition and Pattern Recognition

Many individuals with ADHD possess keen intuition and pattern recognition abilities , allowing them to discern underlying patterns within seemingly disparate information. This intuitive insight enables them to swiftly identify connections and trends that inform their approach to resolving challenges. 

By leveraging their innate capacity for pattern recognition, they streamline problem-solving processes, identifying efficient pathways to successful outcomes. This intuitive understanding of underlying patterns not only enhances the efficiency of problem-solving endeavors but also empowers individuals with ADHD to approach challenges with confidence and clarity, ultimately achieving meaningful and sustainable solutions.

What Does Problem Solving Mean for Individuals with ADHD? 

Harnessing the inherent strengths of ADHD can unlock a wealth of opportunities across various domains of life. From academia to the workplace, individuals with ADHD possess unique qualities that empower them to thrive in diverse environments.

• Academic Excellence : In academia, ADHD individuals can leverage their creativity and unconventional thinking to excel in subjects that demand innovative problem-solving, such as the arts, sciences, and entrepreneurship. In a supportive environment, their ability to think outside the box allows them to approach academic challenges with a fresh perspective, leading to breakthrough insights and discoveries. ‍
• Career Advancement : In the career realm, ADHD individuals' adaptability and resilience make them well-suited for dynamic environments that require quick thinking and agile problem-solving. Roles in sales, marketing, and project management capitalize on their ability to navigate complex challenges with confidence and creativity, enabling them to achieve success and advancement in their chosen fields. ‍
• Entrepreneurial Ventures : The entrepreneurial landscape is ripe for individuals with ADHD, as their creativity, risk tolerance, and unconventional thinking make them well-suited for innovation and problem-solving in business ventures. Their ability to envision new possibilities and adapt quickly to changing market dynamics positions them as formidable entrepreneurs, but support structures help them navigate challenges and market changes effectively. ‍
• Arts and Creative Fields : In artistic and creative fields, ADHD individuals often excel, leveraging their boundless imagination and propensity for divergent thinking to produce groundbreaking works of art, literature, and music. A supportive environment enables them to channel their creativity effectively and manage their workflow. Their ability to see the world through a different lens enables them to create original and compelling content that resonates with audiences on a profound level. ‍
• Leadership Roles : Despite common misconceptions, ADHD individuals possess natural leadership qualities that can be invaluable in managerial and executive roles. Their ability to think on their feet, delegate tasks effectively, and inspire others with their passion and enthusiasm make them dynamic leaders who can motivate teams to achieve exceptional results. However, accommodations like clear communication channels and strategies for time management are vital for them to effectively lead teams and inspire exceptional results. ‍
• Workplace Contribution : Additionally, in the workplace, ADHD individuals can contribute valuable insights and perspectives to collaborative problem-solving initiatives. Their intuitive understanding of patterns and willingness to explore novel solutions enriches team dynamics, fostering a culture of innovation and driving organizational growth. But, accommodations such as task breakdowns and regular feedback sessions are necessary to support their contributions and foster a culture of innovation.

FAQs in Relation to ADHD and Problem Solving

Are there specific problem-solving skills that individuals with adhd excel in.

Individuals with ADHD often excel in creative problem-solving, quick thinking, and adaptability. They may come up with original ideas and solutions that others might not consider.

How can individuals with ADHD enhance their problem-solving skills?

Enhancing problem-solving skills can involve strategies like breaking tasks into smaller steps, using tools like timers and planners for better time management, and creating structured environments that minimize distractions.

What are the challenges faced by individuals with ADHD in problem-solving situations?

Common challenges include maintaining attention on a single task, avoiding impulsive decisions, and managing time effectively. These issues can make traditional problem-solving more difficult but can be mitigated with specific strategies and support.

Final Thoughts

ADHD is not a deficit; it's a different way of thinking. By understanding the unique problem-solving strengths associated with ADHD and implementing strategies to address the challenges, individuals with ADHD can become creative powerhouses, tackling problems with fresh perspectives and innovative solutions.  

By cultivating supportive environments that celebrate the strengths of neurodiversity , we can all tap into the vast potential of those with ADHD, driving progress and innovation across all fields.

To start your journey towards understanding yourself better and thriving with ADHD, get Focus Bear , a productivity app geared towards helping individuals with ADHD.

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Post: Helping Your Child with ADHD: Techniques to Regulate Emotions

Helping your child with adhd: techniques to regulate emotions.

• July 12, 2016

Emotion regulation is a skill that can be learned, often with the help of parents or other adults. Here are some strategies that may help at home or at school:

• Provide as much consistency as possible. Regular mealtimes and sleep schedules are essential for children’s emotional and physical development.
• Talk about your feelings when appropriate.
• Encourage your children to talk about their feelings. Label your child’s feelings and discuss emotions as they arise in books or television shows.
• Model emotion regulation. What strategies do you use when you are feeling frustrated or worried?
• Practice deep breathing. This is a tool that the whole family can practice and it can be used anywhere!

If you are looking for more support, psychotherapy using collaborative problem solving or cognitive behaviour therapy may help your child and family.

What is Collaborative Problem Solving?

Collaborative Problem Solving (also known as Collaborative Proactive Solutions or CPS) is an effective, evidence-based treatment for children with disruptive behaviours such as ADHD and their families. This approach was developed by Dr. Ross Greene and one of the key messages is, “Kids do well when they can.” Using this approach, adults work with children to uncover which skills the child is lacking, the situations where there are expectations that exceed the child’s skill set, and how to support the child to develop skills in the areas they are lacking and solve problems.

For more information on CPS, visit http://www.livesinthebalance.org or contact The Possibilities Clinic at (416) 482-5558.

What is Cognitive Behaviour Therapy?

Up to 30% of children with ADHD will also have an anxiety disorder. Cognitive Behaviour Therapy (CBT) is an effective, evidence-based treatment for anxiety. A key principal of CBT is that by challenging negative thoughts about a situation, we can change our behaviour, and our feelings. By learning about anxiety, becoming aware of the types of thoughts one has in a given situation, and by gradually facing fears, individuals can become less anxious.

For more information on CBT, visit www.anxietybc.com or contact The Possibilities Clinic at (416) 482-5558.

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37 Effective ADHD Therapy Activities for Children

Dr. Roseann Capanna-Hodge

• October 5, 2023

When you have a child with ADHD (Attention Deficit Hyperactivity Disorder), the twists and turns can be even more challenging. ADHD is a neurodevelopmental disorder that affects millions of kids worldwide. It is actually the most common mental health condition affecting children in the US. This condition makes it difficult for them to focus, control their impulses, and regulate their behavior all of which impact them socially, academically and behaviorally.  

ADHD affects the brain's executive functions, including attention, impulse control, and behavior regulation. But the good news is there are ADHD therapy activities, focused on natural solutions for brain health, that can help your child thrive.

Imagine trying to assemble a jigsaw puzzle with a few missing pieces. That's what it's like for children with ADHD when it comes to managing their thoughts and actions. It's crucial to understand that ADHD does not result from bad parenting or a lack of discipline. It's a neurodevelopmental disorder that requires patience, understanding, and the right strategies to help children learn and succeed.

Common ADHD Symptoms in Children

Before diving into therapy activities for ADHD regulation, let's take a closer look at some common symptoms in children. Understanding these symptoms is the first step to helping your child manage the condition. Symptoms can vary from child to child but often include:

• Inattention : Difficulty sustaining close attention in tasks or play activities.
• Hyperactivity : An excessive amount of energy, often seen in fidgeting, restlessness, or running around.
• Impulsivity : Acting without thinking of the consequences, interrupting others, or having trouble waiting their turn.
• Organization and time management difficulties : Trouble keeping their belongings in order or managing tasks with a sense of time.
• Forgetfulness : Frequently losing things like school books or toys and forgetting daily tasks

The Importance of Therapy Activities for Children with ADHD

Therapy activities are essential because they provide a structured and supportive environment where kids with ADHD can attain a greater sense of self-confidence and accomplishment. Here's why they matter:

• Structure and Routine: Children with ADHD perform better in structured environments. Therapy sessions that provide consistency and predictability can help them feel more secure and focused.
• Skill Building: Most therapy activities are designed to target specific skills that kids with ADHD often struggle with. They help improve these skills gradually over time.
• Emotional Regulation: Children with ADHD can experience intense emotions. Therapy activities teach them how to identify and manage these emotions healthily.
• Confidence Boost: As kids learn and achieve success in therapy activities, their self-esteem and self-confidence receive a much-needed boost.

Goals and Objectives of Therapy Sessions for Children with ADHD

Therapy sessions for kids with ADHD are not one-size-fits-all. They should be tailored to the unique needs and strengths of each child. Here are some overarching goals and objectives that therapists typically aim for:

• Improved Attention Span : Enhancing the ability to focus on tasks and follow instructions.
• Better Impulse Control : Learning to think before acting and managing impulsive behavior.
• Effective Communication : Building social skills, including listening and responding to others.
• Problem-Solving Skills : Teaching children how to approach and resolve challenges independently.
• Stress Management : Equipping kids with strategies to cope with stress and frustration.

There is a vast array of activities and therapies that can empower children with ADHD to thrive and reach their full potential. Implementing these strategies can help your child build essential skills, manage their symptoms, and embrace a brighter future filled with success and confidence.

ADHD Therapy Activities for Developing Problem-Solving Skills

Problem-solving is a fundamental life skill that everyone needs, but it's especially vital for children with ADHD. These youngsters often face challenges in this department due to their impulsive tendencies and difficulties with sustained attention. Certain therapy activities provide an excellent platform to hone these crucial problem-solving skills.

1. Scavenger Hunt 

One popular activity that ADHD therapists use is the classic scavenger hunt. This seemingly simple activity is one of the effective therapy games for kids that pack a punch when it comes to developing problem-solving abilities. Children are given a list of items to find or clues to decipher, and they must strategize and plan their approach. This activity not only exercises their cognitive abilities but also fosters teamwork and collaboration if done in a group setting.

2. Interactive Storytelling

Another effective technique involves interactive storytelling. Therapists might present a scenario or a challenge within a story and ask the child to come up with possible solutions. This taps into their creativity and encourages them to consider various perspectives and consequences to help them understand that there's often more than one great way to tackle a problem.

3. Puzzles 

For older children and teenagers with ADHD, more complex problem-solving activities can be introduced. These might include logic puzzles, riddles, or brainteasers. Such challenges not only stimulate their intellect but also teach them persistence and patience. These are valuable skills they can carry into their academic and personal lives.

Therapy Activities for Improving Attention Span and Concentration Skills

One of the hallmark challenges for children with ADHD is maintaining attention and concentration. These skills are essential to do well in school , at home, and in social settings. These therapy activities offer effective strategies to enhance such vital skills. 

4. Memory Games

Memory therapy games, for instance, challenge a child's ability to focus on and recall information. These brain exercises encourage them to pay attention to details and sharpen their memory skills. They require sustained focus and attention, which will help build their attention span gradually while enjoying themselves.

5. Mindfulness Exercises

Mindfulness exercises are another powerful tool in the therapist's arsenal. These activities teach children to be present in the moment, heightening their awareness and enhancing their ability to concentrate on the task at hand. Simple breathing exercises or guided imagery sessions can be particularly effective (Cairncross & Miller, 2016).

6. Interactive Computer Programs

Therapists often incorporate technology into therapy sessions, using interactive computer programs, video games for ADHD, and apps designed to improve attention and concentration. These digital tools provide a dynamic and engaging way for kids to practice staying on task.

Calming and Stress-Reducing Activities for Children with ADHD

Children with ADHD often find themselves caught in a whirlwind of thoughts and emotions, which can lead to heightened stress and anxiety. The ability to calm their minds and manage stress is an essential skill that can significantly improve their quality of life. 

7. Deep Breathing 

Deep breathing exercises are a fundamental component of stress reduction therapy. These exercises teach children to take slow, deliberate breaths, allowing them to regain control over their racing thoughts. Therapeutic activities for ADHD like practicing deep breathing allows kids to develop a reliable method for calming themselves when stress levels rise.

8. Progressive Muscle Relaxation

Progressive muscle relaxation is a powerful tool for getting kids to connect to their bodies. By tensing and then releasing various muscle groups, children become more attuned to the physical sensations associated with stress. This heightened awareness enables them to consciously release tension, reducing overall stress levels and promoting relaxation (Jarraya et al., 2022).

9. Art Therapy 

Art therapy activities for ADHD offer a unique outlet for emotional expression. Through creative endeavors, like an art project, children can channel their feelings into visual or tactile forms. This form of self-expression not only reduces stress but also allows them to explore and understand their emotions in a nonverbal manner (Habib & Ali, 2015).

Therapies and Activities to Enhance Social Skills in Children with ADHD

Social skills are a crucial aspect of a child's development. For children with ADHD , these skills can present unique challenges. ADHD therapy activities are invaluable tools for enhancing social competence and helping these young individuals build meaningful relationships.

10. Group ADHD Therapy Activities

Group therapy activities for ADHD create a supportive environment where children can work together and learn from one another. Collaborative projects, team-building exercises, and cooperative games encourage cooperation, teamwork, and the development of interpersonal skills. These activities not only enhance social competence but also help children build a sense of belonging.

11. Scenario-Based Learning

Therapists often use storytelling or scenario-based activities to teach children how to navigate social dilemmas. By presenting real-life situations and discussing possible solutions, children with ADHD can develop problem-solving skills and learn to make thoughtful decisions in social contexts.

12. Board Games 

Besides exposing them to toys for kids with ADHD, structured activities like board games provide opportunities for children to practice turn-taking, sharing, and following rules. These are all essential components of social interactions. Games like chess or strategy-based board games require careful planning and decision-making. They encourage children to think ahead and consider the consequences of their actions, promoting impulse control.

Fun Games and Activities to Promote Impulse Control in Kids with ADHD

Impulse control is a key area of development for children, and play therapy interventions for ADHD can make learning self-control an enjoyable and engaging experience. These activities not only help children manage their impulses but also provide them with valuable life skills.

13. Simon Says

Classic play therapy games like Simon Says is an excellent way to teach impulse control. Children must listen carefully and only follow commands when preceded by “Simon says.” It encourages them to think before acting and resist impulsive responses.

14. Red Light, Green Light

In this game, children practice stopping and starting on command. It helps improve their ability to control their movements and responses, a crucial skill for impulse control.

15. Emotion Recognition Games

Interactive activities that involve identifying and discussing emotions in various scenarios help young children better understand their feelings and reactions. ADHD games like this fosters impulse control through emotional awareness.

16. Count to Ten

A simple but effective technique, counting to ten before reacting to a situation allows children to pause and think before acting impulsively.

Physical Activities to Help Children with ADHD Address Excess Energy

Children with ADHD often have boundless energy, which can be both a blessing and a challenge. Any physical activity that incorporates movement provides an outlet for such high energy, promoting better focus, self-regulation, and overall well-being.

17. Outdoor Sports

Encouraging children to participate in team sports like soccer, basketball, or baseball not only helps them burn off energy but also fosters discipline, teamwork, and social interaction. These after-school activities promote physical fitness while improving attention span.

Mindful movement practices like yoga and tai chi can be highly beneficial for children with ADHD. These and other meditation therapies for ADHD promote balance, coordination, and relaxation. It helps children find inner calm and improve their self-control.

Dance classes, whether in ballet, hip-hop, or contemporary styles, offer an enjoyable way for children to express themselves physically. Dancing encourages creativity, improves body awareness, and teaches them to focus on movements and routines. Planning a dance party every so often is a great activity to release that extra energy.

20. Martial Arts

Karate, taekwondo, or judo can be excellent choices for children with ADHD. Martial arts therapy for ADHD emphasizes self-discipline, self-control, and respect for others, while the physical aspect allows children to channel their energy constructively.

21. Obstacle Courses

Creating obstacle courses at home or in therapy sessions can be a fun and effective way for children to practice physical coordination and impulse control. They can navigate these courses, honing their problem-solving skills and self-regulation .

22. Hiking and Nature Walks

Spending time in nature can be an incredibly calming activity for children with ADHD. Hiking or going on nature walks allows them to explore the outdoors, connect with their environment, and release excess energy in a serene setting.

Behavior Management Strategies for Children with ADHD

Effective behavior management is crucial for children with ADHD as it helps create a structured and supportive environment where they can thrive. ADHD behavior therapy and strategies designed for behavior management provide essential tools for both parents and children in managing ADHD-related challenges.

23. Clear and Consistent Rules

Establishing clear rules and expectations is the foundation of behavior management. Children with ADHD benefit from knowing what is expected of them. Consistency in enforcing these rules is equally important.

24. Positive Reinforcement

Rewarding desired behaviors with praise, privileges, or small incentives can motivate children with ADHD to exhibit appropriate conduct. Positive reinforcement encourages them to repeat these behaviors.

25. Time Management Skills

Children with ADHD often struggle with time management. Visual schedules, timers, and alarms help them develop a sense of time and structure their activities more effectively.

26. Consequences

While positive reinforcement is essential, consequences for behavior problems are also necessary. These consequences should be logical, immediate, and fair, helping children understand the link between their actions and the outcomes.

27. Behavior Contracts

Creating written agreements with children about their expected behavior and the consequences for both poor and good behavior can be an effective strategy. This approach promotes responsibility and accountability.

28. Coping Strategies

Teach children coping techniques to manage their emotions and impulses. Deep breathing, self-calming techniques, and self-reflection can help them handle frustration and stress constructively.

29. Parent-Child Communication

Open and effective communication is vital. Parents should encourage their children to express their feelings and concerns. This fosters trust and allows parents to better understand their child's perspective.

30. Professional Support

Seeking guidance from occupational therapists, counselors, or support groups can provide parents with valuable tools and strategies for at-home behavior therapies for ADHD.  These professionals can offer insights tailored to the specific needs of the child.

31. Parenting Techniques

Parents can learn specialized parenting techniques , such as Parent-Child Interaction Therapy (PCIT) or Collaborative Problem Solving (CPS), designed to manage behavior challenges in children with ADHD. Joining a weekly session of any parent training program can help you manage your child's behavior better.

Learning-Based Activities for Children with ADHD

For children with ADHD, learning-based activities not only provide valuable educational experiences but also offer a structured and engaging way to improve focus, concentration, and cognitive skills. These activities are essential for helping children with ADHD succeed academically and beyond.

32. Hands-On Experiments

Science experiments and hands-on projects allow children to explore concepts practically and interactively. These activities promote curiosity, critical thinking, and a deeper understanding of scientific principles.

33. Reading and Storytelling

Encouraging children to read or listen to stories not only fosters a love of literature but also improves their attention span and comprehension. Discussing the plot, characters, and themes further enhances their conscious mental abilities, and are considered great techniques in cognitive behavioral therapy for ADHD children.  

34. Math Riddles and Challenges

Math-based puzzle games, riddles, and challenges stimulate logical thinking and mathematical reasoning. They encourage children to analyze problems, strategize solutions, and build a strong foundation in math.

35. Creativity Outlets

Engaging in creative activities like drawing, painting, or crafting allows children to express themselves while honing their fine motor skills and attention to detail. Artistic endeavors encourage imagination and self-expression.

36. Coding and Technology

Learning to code or engaging in technology-based projects can be particularly appealing to children with ADHD. It allows them to focus on problem-solving and logical thinking while harnessing their enthusiasm for technology.

37. Music and Instrument Learning

Music lessons and playing musical instruments can help children with ADHD develop discipline, concentration, and the ability to follow instructions. Music education fosters creativity and cognitive development.

To strengthen the positive impacts of natural ADHD therapy activities, you can explore our BrainBehaviorReset TM Program , designed specifically to address the needs of children with ADHD. This innovative program combines the latest research in neuroscience , integrative therapy, nutrition supplementation , and holistic approaches to provide a comprehensive solution for children who face the daily challenges of ADHD. 

The program also offers insights and strategies that can empower parents and caregivers in their quest to support children with ADHD on their path to better mental health, improved focus, and enhanced overall well-being.

Parent Action Steps

☐ Begin by thoroughly understanding ADHD and its impact on your child's life. ☐ Reach out to healthcare providers, therapists, and educators who specialize in ADHD. ☐ Encourage your child to express their feelings, concerns, and ADHD experiences. ☐ Create a structured daily routine that promotes predictability. ☐ Understand that managing ADHD is a journey, and progress may be gradual. ☐ Integrate therapy activities into your child's daily life. ☐ Partner with your child's school to create an IEP or 504 Plan . ☐ Take time to recharge and seek support from friends and family. ☐ Regularly evaluate your child's progress in managing ADHD. ☐ Celebrate your child's achievements, both big and small. ☐ Keep up-to-date with the latest research and developments in ADHD treatment. ☐ Take this ADHD Quiz to know if your child has ADHD or something else. ☐ Try the Solutions Matcher to get personalized treatment for your child.

Always remember… “Calm Brain, Happy Family™”

Disclaimer: This article is not intended to give health advice and it is recommended to consult with a physician before beginning any new wellness regime. *The effectiveness of diagnosis and treatment vary by patient and condition. Dr. Roseann Capanna-Hodge, LLC does not guarantee certain results.

Are you looking for SOLUTIONS for your struggling child or teen? 

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Empower yourself with natural solutions for your child's mental health and behavior. Download our FREE quick start guide and start supporting your child today.

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If you are a business or organization that needs proactive guidance to support employee mental health or an organization looking for a brand representative, check out Dr. Roseann’s professional speaking page t o see how we can work together.

Dr. Roseann is a Children’s Mental Health Expert and Licensed Therapist who has been featured in/on hundreds of media outlets including The Mel Robbins Show , CBS , NBC , PIX11 NYC , Today , FORBES , CNN , The New York Times , The Washington Post , Business Insider, Women’s Day , Healthline , CNET, Parade Magazine and PARENTS . FORBES called her, “ A thought leader in children’s mental health. ”

She coined the terms, “ Re-entry panic syndrome ” and “ eco-anxiety ” and is a frequent contributor to media on mental health. 

Dr. Roseann Capanna-Hodge has three decades of experience in working with children, teens and their families with attention-deficit hyperactivity disorder (ADHD), autism, concussion, dyslexia and learning disability, anxiety, Obsessive Compulsive Disorder (OCD), depression and mood disorder, Lyme Disease, and PANS/PANDAS using science-backed natural mental health solutions such as supplements, magnesium, nutrition, QEEG Brain maps, neurofeedback, PEMF, psychotherapy and other non-medication approaches. 

She is the author of three bestselling books, It’s Gonna Be OK! : Proven Ways to Improve Your Child's Mental Health, The Teletherapy Toolkit , and Brain Under Attack . Dr. Roseann is known for offering a message of hope through science-endorsed methods that promote a calm brain. 

Her trademarked BrainBehaviorResetⓇ Program and It’s Gonna be OK!Ⓡ Podcast has been a cornerstone for thousands of parents facing mental health, behavioral or neurodevelopmental challenges.

She is the founder and director of The Global Institute of Children’s Mental Health , Neurotastic™Brain Formulas and Dr. Roseann Capanna-Hodge, LLC . Dr. Roseann is a Board Certified Neurofeedback ( BCN ) Practitioner, a Board Member of the Northeast Region Biofeedback Society ( NRBS ), Certified Integrative Mental Health Professional (CIMHP) and an Amen Clinic Certified Brain Health Coach.  She is also a member of The International Lyme Disease and Associated Disease Society (ILADS), The American Psychological Association (APA), Anxiety and Depression Association of America ( ADAA ) National Association of School Psychologists (NASP), International OCD Foundation (IOCDF ).

© Roseann-Capanna-Hodge, LLC 2024

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Steve Cuffari

Welcome back to Part 8 of our 9-part series.  

I want to share another exciting update from my last session with David and Amber.  We’ve been using Collaborative Problem Solving® to help 15-year-old Johnny, who struggles with ADHD and chronic challenging behavior.  

I’m guiding this brave couple using a fantastic tool called the Collaborative Problem Solving ® Assessment and Planning Tool (CPS-APT) to understand their son and simplify their parenting. 

By completing that form, David and Amber better understood Why Johnny struggles (lagging skills), When he struggles (problems to be solved), and What follows (challenging behavior).  

This form gives them a roadmap to building the skills Johnny needs to meet his demands at home and school—and do it with more confidence and less effort.  

Today’s article is about planning specific interventions to support Johnny through his skill struggles.  

Note:   You can download a blank CPS-APT form at thinkkids.org to separate the problems to solve from the skill struggles and challenging behaviors. 

Read The Entire Parenting ADHD 9-part Series:

Begin with the end in mind.

Although Johnny has ADHD and chronic challenging behavior, he’s able to meet most of the expectations he faces—at least most of the time.  However, when Johnny’s problems to be solved arise—the situations where adult expectations are not being met—David and Amber need a clear game plan for building Johnny’s thinking skills.  

However, before they develop that game plan, David and Amber need to reflect on the specific goals they want to achieve while collaborating with Johnny.  

Here’s a summary of what we covered:

Why Goals Are Important

When we have healthy discipline goals, each provides Johnny with a structured framework for understanding acceptable behavior, fostering social skills, and promoting healthy relationships at home and school.  

Your guidance, coupled with consistent expectations, helps Johnny develop into a responsible, empathetic, and well-adjusted young man.

On one side, if goals are clear and age-appropriate, they are not only in harmony with what Johnny can achieve based on his age and stage of development, but they also promote his self-confidence.  

On the flip side, if discipline goals are too high or too low, Johnny will struggle to meet certain expectations at a given moment, and his self-confidence will also suffer—along with his learning relationships! 

Decades of science suggest that healthy discipline strategies address five specific goals.  Having clear goals will help you stay focused when things get heated.  Otherwise, you’ll get dysregulated or upset with how conversations unfold.  

As you read the list of goals below, please note that the top three goals represent short-term compliance goals. 

As you will soon discover, the last two goals are what separates Collaborative Problem Solving® from all other approaches because these goals alter and shape a kiddo’s character and conduct—and it’s a game-changer! 

5 Goals of Good Discipline

Goal 1: Pursue Your High Priority Expectations

It’s no secret that living by the golden rule is essential.  

Nobody would disagree with expectations like following directions, respecting each other, saying please and thank you, and listening when others talk.  

These goals are considered high priorities because every parent and teacher has these expectations.   

Until now, David and Amber have used rewards and consequences to motivate Johnny to comply with these adult expectations. For instance, to motivate Johnny to read his homework instructions and complete them on time, they would offer him a snack he desires or extra screen time upon meeting those expectations. 

Goal 2: Reduce Challenging Behaviors

Until now, when Johnny exhibited challenging behaviors, David and Amber would resort to punishments or consequences.  

For example, when Johnny refused to clean his bedroom, they would impose a consequence or remove privileges like time on his iPad or driving the family car.  

Goal 3: Solve Chronic Problems and Prevent Their Recurrence

In the past, David and Amber focused on solving specific problems in their home as they rose and tried to prevent them from happening again in the future.  

For instance, like many teenagers his age, Johnny has difficulty waking up on time for school. As a result, they implemented incentive programs to motivate Johnny to be punctual, prompt, and on time—so others could “rely on him” at home or school.  

Goal 4: Build the Skills Kids Need

This goal reflects David and Amber’s understanding that skill struggles cause challenging behaviors, not poor choices or a lack of willpower to comply.  

For example, rather than relying on rewards and consequences to improve Johnny’s behavior, they focused on building the necessary skills he needs to meet expectations independently (More on this in my last article!).

On one side, building skills takes time, patience, and perseverance.  On the flip side, building skills is a game-changer! (More on this in my last article!).

Goal 5: Build, Improve, or Maintain a Learning Relationship

This goal emphasizes nurturing a positive and supportive relationship with our kids.  This type of relationship empowers kids.  

As David and Amber focus on building a solid connection, it will help them better understand Johnny’s skill struggles and how best to work collaboratively with him to find solutions.

Even more, their new approach helps them shift their parenting style from using external pressure to motivate Johnny to conform (rewards and consequences) to internal motivation (solving problems independently) and becoming a productive member of society. 

As David and Amber understand the importance of developing a relationship filled with empathy, understanding, and acceptance of Johnny’s skill struggles, it helps them find the key to unlocking Johnny’s fullest potential!

Collaborative Problem Solving® Paves The Way

Departing from conventional methods of discipline and using Collaborative Problem Solving ® empowers David and Amber to meet these high-priority goals and aim for the last two goals. 

By addressing the lagging skill struggles that get in the way of meeting expectations, they’re giving Johnny the tools he needs to succeed.  Best of all, as Johnny develops these skills, he’ll gain confidence and a greater sense of competence , knowing he can tackle anything that comes his way! 

Your Three Plans Solving Problems

When kids display challenging behavior, we only have three options:

• Make kiddos do what you want them to do
• Work it out together
• Decide to drop it (at least for now) and handle things as a kiddo wants.  

Collaborative Problem-Solving® refers to these methods as your three plans. 

The key with each plan is to decide (in advance) which plan serves your ultimate purpose:  short-term compliance or lasting change.   

Plan A: Imposing Your Will

In Plan A, only the adult’s concern is the main goal.  Ironically, Plan A is the primary way most adults handle problems or unmet expectations, and it can be counterproductive in many ways. 

For example, let’s say you have a pretty flexible kiddo who can tolerate frustration and has decent problem-solving skills.  In this case, you can get away with plan A.  However, Johnny has chronic behavioral challenges—and struggles with cognitive flexibility skills.  As David and Amber have learned, using Plan A is like pouring gas on a smoldering fire!  

Keep in mind that Plan A typically increases challenging behavior in challenging kiddos.  In those moments, David and Amber recognized that the price of imposing their will was typically an explosive child who could not meet their expectations.  

Even so, when upset, they resorted to warnings, lectures, reminders, and threatening phrases like, “Because I said so!”   Ultimately, Plan A typically fractures the relationship, triggers meltdowns, and makes things worse.  

Also, Plan A does not allow a child to have a say in their fate.  So, I asked David and Amber, 

“Why would we want to exclude Johnny from learning how to solve the problems that affect his life?  Learning to solve problems through trial and error will be crucial for doing well in real life.” 

Plan C: Dropping It—At Least for Now

In Plan C, only Johnny’s concern is taken into account.  It’s letting go of a problem to be solved and not addressing it immediately.  This might happen when the situation is not critical or can be dealt with later.

With Plan C, David and Amber make a thoughtful decision to drop an expectation, at least temporarily for now, or to solve the problem the way Johnny wants to solve it.  Even so, Plan C is not giving in, it’s strategic.  It involves deciding what you’re working on (in advance) and what you are not working on.  

It’s prioritizing your problems to be solved before they arise.  Think about it: with any behavioral intervention Plan—B.I.P.—planning and prioritizing are necessary.  They are prerequisites and preconditions for causes.  

Remember that using Plan C does not mean Johnny is in charge.  Nothing of the sort.  You’re in control because you decided (in advance) which expectations to drop for now and which to work on.

Special note :  Don’t confuse Plan C with giving in or being permissive.  When we demand kiddos eat something specific ( Plan A), and in response, they explode, and we settle for what they want. That is giving in.  

Plan C is not about giving in after a failed attempt at Plan A. Instead, Plan C is strategic… very strategic. 

It’s deciding in advance that one thing is less of a priority than another. Not forever, but for now… because we have bigger priorities to work on.                    

Plan B: Solving the Problem Collaboratively

Plan B is the heart of Collaborative Problem Solving ® .  

In this plan, David and Amber create a partnership with Johnny. Both sets of concerns—Parent’s and Johnny’s—are considered during conversations.  

It’s about working together to find solutions that address both sets of concerns and figure out mutually satisfying agreements.

Plan B has the greatest potential for durability in solving problems.  It helps you engage Johnny in solving the problems that affect his life and simultaneously (but indirectly) teaches him—through trial and error—how to improve the skills he’s lagging.

How Each Plan Aligns With The Goals Of Healthy Discipline

In short, Plan A is more authoritarian, focusing on adult authority.  

Plan C is more permissive, focusing on meeting Johnny’s immediate needs.  

Plan B, on the other hand, is collaborative, with a focus on building a relationship and teaching problem-solving skills over time. 

Keep in mind that each plan aligns with different goals of healthy discipline:

Plan A aims to pursue your expectations, especially when physical safety is a concern.  It may reduce challenging behaviors through punishments or rewards, but it might not address chronic problems or build skills.  

Plan C is about building and maintaining the learning relationship, as it acknowledges Johnny’s concerns.  But it might not solve chronic problems or pursue your expectations.  

Plan B covers all the goals!  It addresses your concerns and reduces challenging behaviors by finding solutions collaboratively.  Plan B solves chronic problems, builds skills, and strengthens the learning relationship simultaneously!

Now that David and Amber are using their assessment findings from the CPS-APT to plan their interventions, they’ll have an informed understanding of their best options when Johnny is not meeting certain expectations at home or school.

Stay tuned; in the next article, I’ll show you the incredible results David and Amber encountered after having a Plan B discussion with Johnny. Collaborative Problem Solving ® is transforming their family dynamics, and it can do the same for you too!  See you in the next article!

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• ADHD in Children: Signs, Symptoms, and Help for ADHD in Kids
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Tips for Managing Adult ADHD

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ADHD and classroom challenges

What teachers can do to help children with adhd, classroom accommodations for students with adhd, teaching techniques for students with adhd, teaching students with adhd.

Dealing with attention deficit hyperactivity disorder in the classroom? These tips for teachers can help you overcome common challenges and help kids with ADHD succeed at school.

If you’re a teacher, you know these kids: The one who stares out the window, substituting the arc of a bird in flight for her math lesson. The one who wouldn’t be able to keep his rear end in the chair if you used Krazy Glue. The one who answers the question, “What body of water played a major role in the development of the Ancient Egyptian civilization?” with “Mrs. M, do you dye your hair?”

Students who exhibit ADHD’s hallmark symptoms of inattention, hyperactivity, and impulsivity can be frustrating. You know the brainpower is there, but they just can’t seem to focus on the material you’re working hard to deliver. Plus, their behaviors take time away from instruction and disrupt the whole class.

Students with ADHD may:

• Demand attention by talking out of turn or moving around the room.
• Have trouble following instructions, especially when they’re presented in a list, and with operations that require ordered steps, such as long division or solving equations.
• Often forget to write down homework assignments, do them, or bring completed work to school.
• Often lack fine motor control, which makes note-taking difficult and handwriting a trial to read.
• Have problems with long-term projects where there is no direct supervision.
• Not pull their weight during group work and may even keep a group from accomplishing its task.

Think of what the school setting requires children to do: Sit still. Listen quietly. Pay attention. Follow instructions. Concentrate. These are the very things kids with attention deficit hyperactivity disorder (ADHD or ADD) have a hard time doing—not because they aren’t willing, but because their brains won’t let them. That doesn’t make teaching them any easier, of course.

Children and teens with ADHD often pay the price for their problems in low grades, scolding and punishment, teasing from their peers, and low self-esteem. Meanwhile, you, the teacher, feel guilty because you can’t reach the child with ADHD and wind up taking complaints from parents who feel their kids are being neglected in the classroom. But it doesn’t have to be this way. There are strategies you can employ to help students with ADHD overcome learning challenges, stay focused without disrupting others, and succeed in the classroom .

So how do you teach a kid who won’t settle down and listen? The answer: with a lot of patience, creativity, and consistency. As a teacher, your role is to evaluate each child’s individual needs and strengths. Then you can develop strategies that will help students with ADHD focus, stay on task, and learn to their full capabilities.

Successful programs for children with ADHD integrate the following three components:

• Accommodations: what you can do to make learning easier for students with ADHD.
• Instruction: the methods you use in teaching.
• Intervention: How you head off behaviors that disrupt concentration or distract other students.

Your most effective tool, however, in helping a student with ADHD is a positive attitude. Make the student your partner by saying, “Let’s figure out ways together to help you get your work done.” Assure the student that you’ll be looking for good behavior and quality work and when you see it, reinforce it with immediate and sincere praise. Finally, look for ways to motivate a student with ADHD by offering rewards on a point or token system.

Dealing with disruptive classroom behavior

To head off behavior that takes time from other students, work out a couple of warning signals with the student who has ADHD. This can be a hand signal, an unobtrusive shoulder squeeze, or a sticky note on the student’s desk. If you have to discuss the student’s behavior, do so in private. And try to ignore mildly inappropriate behavior if it’s unintentional and isn’t distracting other students or disrupting the lesson.

Speak to a Licensed Therapist

BetterHelp is an online therapy service that matches you to licensed, accredited therapists who can help with depression, anxiety, relationships, and more. Take the assessment and get matched with a therapist in as little as 48 hours.

As a teacher, you can make changes in the classroom to help minimize the distractions and disruptions of ADHD.

• Seat the student with ADHD away from windows and away from the door.
• Put the student with ADHD right in front of your desk unless that would be a distraction for the student.
• Seats in rows, with focus on the teacher, usually work better than having students seated around tables or facing one another in other arrangements.
• Create a quiet area free of distractions for test-taking and quiet study.

Information delivery

• Give instructions one at a time and repeat as necessary.
• If possible, work on the most difficult material early in the day.
• Use visuals: charts, pictures, color coding.
• Create outlines for note-taking that organize the information as you deliver it.

Student work

• Create worksheets and tests with fewer items, give frequent short quizzes rather than long tests, and reduce the number of timed tests.
• Test students with ADHD in the way they do best, such as orally or filling in blanks.
• Divide long-term projects into segments and assign a completion goal for each segment.
• Accept late work and give partial credit for partial work.

Organization

• Have the student keep a master binder with a separate section for each subject, and make sure everything that goes into the notebook is put in the correct section. Color-code materials for each subject.
• Provide a three-pocket notebook insert for homework assignments, completed homework, and “mail” to parents (permission slips, PTA flyers).
• Make sure the student has a system for writing down assignments and important dates and uses it.
• Allow time for the student to organize materials and assignments for home. Post steps for getting ready to go home.

Teaching techniques that help students with ADHD focus and maintain their concentration on your lesson and their work can be beneficial to the entire class.

Starting a lesson

• Signal the start of a lesson with an aural cue, such as an egg timer, a cowbell or a horn. (You can use subsequent cues to show how much time remains in a lesson.)
• Establish eye contact with any student who has ADHD.
• List the activities of the lesson on the board.
• In opening the lesson, tell students what they’re going to learn and what your expectations are. Tell students exactly what materials they’ll need.

Conducting the lesson

• Keep instructions simple and structured. Use props, charts, and other visual aids.
• Vary the pace and include different kinds of activities. Many students with ADHD do well with competitive games or other activities that are rapid and intense.
• Have an unobtrusive cue set up with the student who has ADHD, such as a touch on the shoulder or placing a sticky note on the student’s desk, to remind the student to stay on task.
• Allow a student with ADHD frequent breaks and let him or her squeeze a rubber ball or tap something that doesn’t make noise as a physical outlet.
• Try not to ask a student with ADHD perform a task or answer a question publicly that might be too difficult.

Ending the lesson

• Summarize key points.
• If you give an assignment, have three different students repeat it, then have the class say it in unison, and put it on the board.
• Be specific about what to take home.

More Information

• Resources - Tips and resources for teachers. (Center for Parent Information and Resources)
• In the Classroom - Suggestions for teaching children with ADHD. (Child Development Institute)
• Motivating the Child - How ADHD symptoms interfere with classroom expectations and how to realistically motivate a child. (LD Online)
• Step-by-Step Guide - Meeting your child’s educational needs with ADHD accommodations at school. (ADDitude)
• Contents of the IEP - Guide to developing an Individualized Education Program (IEP) with school staff to address your child’s educational needs. (Center for Parent Information and Resources)
• Neurodevelopmental Disorders. (2013). In Diagnostic and Statistical Manual of Mental Disorders . American Psychiatric Association. Link
• Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices– Pg 1. (2008). [Reference Materials; Instructional Materials]. US Department of Education. Link
• Gaastra, G. F., Groen, Y., Tucha, L., & Tucha, O. (2016). The Effects of Classroom Interventions on Off-Task and Disruptive Classroom Behavior in Children with Symptoms of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review. PLOS ONE, 11(2), e0148841. Link
• CDC. (2019, November 7). ADHD in the Classroom . Centers for Disease Control and Prevention. Link

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How to Help Children With ADHD Develop Problem-Solving Skills

Posted on Last updated: September 21, 2023

What’s inside this article: Background information as to why kids with both ADHD and autism struggle with developing problem-solving skills. Strategies you can use to help them develop better problem-solving skills, and board games that help them practice these skills.

Disclaimer: This post contains affiliate links

We don’t always see it as adults, but kids actually run into a lot of problems. Between arguing with siblings, disagreeing with parents’ rules, school work, balancing fun and responsibility, it’s tougher to be a kid than you think.

It seems there’s always some problem plaguing children. It might seem minor to your, but it isn’t to them. This is why we need to help them develop problem-solving skills .

It’s important for kids to learn how to problem-solve on their own because this is one of those critical life skills that they need.

Problem-Solving Skills & ADHD

Problem-solving skills are an executive function. Executive functions are the more complex functions of the brain.

This matters for children with ADHD because executive dysfunction is a hallmark ADHD symptom. In fact, kids with ADHD are, on average, 30% behind their peers when it comes to executive functioning.

To put that into perspective, if you have an 8-year-old, they probably only have the problem-solving skills of a typical 5-year-old. This becomes an issue because they may already struggle with social skills and now handling conflict with their peers is another challenge.

Spending extra time practicing problem-solving skills and other executive functions can help children with ADHD to develop these important life skills.

Set Realistic Expectations

Adjusting your current expectations, or knowingly setting realistic expectations for your child can help you see that your  child is doing the best that they can.  

As a parent, you can acknowledge this and help your child develop better problem-solving skills.

In the meantime, if your 8-year-old only shows the skill of a 5-year-old when they encounter a problem, you should assume they only currently have the ability of a 5-year-old. Set your expectations to match their current ability.

When your expectations are realistic, your children have more opportunities to be successful. This builds their confidence and helps them thrive.

How to Help Kids Develop Problem-Solving Skills

There are a number of ways you can help children “practice” their problem-solving skills, which over time helps them become more competent.

This involves both games that use their skills and also push them out of their comfort zone a little.

Start with games and situations in which your child will be highly successful. You want to begin by building their confidence so they will be more willing to try solving more challenging problems on their own later.

These strategies are helpful for all children but children with executive dysfunction may need extra time and practice to work on their skills.

Thinking of Possible Solutions

I took a training class on behavior intervention strategies and problem-solving skills were part of the discussion. The instructor said to us:

In order to problem-solve, you need to be able to come up with at least two possible solutions

This statement stuck with me. Kids with ADHD and autism often struggle with cognitive rigidity.

When it comes to problem-solving, cognitive rigidity could look like a child getting “stuck” on the first solution that comes to their head and seeing no other possible way to make a situation work.

For children, that first solution is often impulsive and probably not the best way to handle the situation.

So first of all, find out if your child can think of multiple solutions to issues, either independently or working collaboratively with you.

Start with a brainstorming game. Write a “problem” in a bubble and then ask your child for different ways to handle it and write them down.

After you have a list, see if they can figure out what the “best” way would be to deal with their problem.

Start simple, or even begin with hypothetical problems about their favorite fictional characters.

For example:

In the example above, the most practical solution is to eat something else instead. But if your child gets “stuck” on things they may see no resolution because hotdogs are all that they will eat and will say they won’t eat until you go to the store and buy more.

If they aren’t able to see other possible solutions this may lead to an outburst or meltdown.

Regular practice with this brainstorming activity, especially hypothetical situations where their emotions aren’t involved, will help children to think about multiple solutions to their problems.

Ask Open Ended Questions

When your child is struggling with something, open-ended questions can help them think about things in a different way without you directly intervening and handling their problem for them.

• Can you identify the problem?
• What do you want to do?
• What do you think would happen if you did that?
• How would that make other people feel?
• What other ways might work?

Be that listening ear that your child needs while they work through these big feelings.

Games That Involve Problem-Solving

Strategy and board games often require a higher level of thinking that helps activate the problem-solving region of the brain, known as the prefrontal cortex.

For example, kids may strategically plan a couple of moves ahead in a board game but then need to problem-solve and adjust their strategy after their opponents’ turn.

There are board games for all skill sets and abilities so there’s definitely something out there that is developmentally appropriate for your child and you can work up to more challenging games over time.

Some games you can try include

• Tic Tac Toe
• Think a Link
• Daily Dilemmas Jar

Even though these games don’t include specific problems that your child is facing or may encounter, they still help.

The brain is moldable, so the more you practice using any type of problem-solving, the more connections form in the brain. With practice, this actually improves real-life problem solving too.

The Problem Solving Wheel

The problem-solving wheel is simply a wheel of generic solutions that may help your child solve their problems. This may be helpful if your child struggles to come up with possible solutions because it will prompt them to think about the situation in other ways.

You can use the problem-solving wheel for hypothetical situations, or through role-playing and pretend play scenarios, or as a way to prompt your child to work through their current problems independently .

Do Not Resolve Sibling Conflicts for Them

When siblings start to fight, perhaps over a toy, or which movie to watch, it feels natural as a parent to step in and handle it.

You decide who is right and who is wrong, or you dictate what the fair “compromise” will be. But, every time you intervene and solve this sibling conflict for them you are stealing away an opportunity for them to p ractice their problem-solving skills.

Instead, shift to the role of a mediator and guide them to solve their own problems.

For example, your kids are playing with Play-Doh together and you hear arguing. You look over and see them fighting over the same tool. There are a few ways this scenario plays out.

• You could intervene and say that since no one is getting along then nobody can use the play-doh
• Perhaps you could intervene and dictate which child gets the first turn and which goes next.
• You could reason with them, telling them about all the other cool play-doh tools and hope one of them is enticed to try something different.

Or you can be their mediator.

Just say “I see that you both want to use that play-doh cutter right now and it’s pretty upsetting for both of you… What do you guys think would be a good idea so that everyone is happy playing with the play-doh?”

You would be surprised how often children will willingly suggest fair compromises when prompted instead of being told how to resolve their problems.

The child who would have thrown a fit and stormed away when you dictated they get the second turn will now be offering their brother the item happily.

Make sure you positively reinforce their problem-solving each time they are able to peacefully handle an issue on their own (or with your guidance).

Push Them To Make Choices on Their Own

Children who struggle to make choices also struggle to problem solve. Push your child to make their own choices as often as possible. From the small mundane ones to the somewhat larger choices. They need to be able to do this on their own.

If your child gets overwhelmed making broad decisions then offer options at first. For example, have them pick from two or three choices.

Your child needs to be confident in making their own choices in order to become confident at problem-solving

Let Them Experience The Natural Consequences

The next part of this equation is letting your child experience the natural consequences of their choices. Natural consequences are the inevitable result of your own actions.

If you shield your child from the natural consequence of a bad choice then they will never learn from that decision. The outcome of a poor choice is usually enough to teach your child without you needing to interfere. Just be there for them.

Don’t forget to praise your child for rising to the challenge and learning from their mistakes. Also, emphasize with them ( I know how hard this is) Keep building them up, they need to know that mistakes and failures happen but it’s important to keep going.

More Skills

It’s normal for children with ADHD to require extra time and teaching when it comes to developing social-emotional skills like problem-solving.

Read this list: 38 skills kids need to be successful

You’ll find lots of other skills and teaching tips to help your child develop all the skills they need.

The Take-Away

There are a few key points I hope you took away from this guide.

• Individuals with ADHD are, on average, about 30% behind their peers when it comes to all executive functions , including problem-solving skills.
• You need to set developmentally appropriate expectations.
• Children with ADHD need extra practice and extra time to learn and develop these skills
• Be a mediator that provides guidance instead of taking over and dealing with problems for them.
• Children need to experience the natural consequences of their actions
• Praise your child for trying, even if they aren’t a competent problem-solver yet.

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To end punitive, exclusionary discipline, we’re going to need new lenses, practices, and policies. you’re in the right place..

We are in the midst of a societal and public health crisis. We are losing our most vulnerable kids, largely due to perspectives that are outdated and counterproductive, and disciplinary practices that are punitive and exclusionary.

With each time-out, detention, suspension, expulsion, paddling, restraint, seclusion, and arrest at school, there are children who aren’t getting the help they need and are being pushed away from caregivers who could instead be helping them.

The cost to all of us is profound. Overwhelmed, discouraged educators. Frustrated, desperate parents. Expensive placements. Disenfranchised, marginalized, alienated kids. A pipeline to prison.

It doesn’t have to be this way. That’s why Lives in the Balance offers a wide array of training options and free resources on Dr. Ross Greene’s evidence-based Collaborative & Proactive Solutions (CPS) model…right here on this website. And why we advocate for change all over the world.

If you’re ready to start learning about the CPS model right now, click on the button below that best describes you to head straight to our Guided Tour. And if you want to learn about how we advocate for change, keep scrolling down this page.

physically restrained or secluded in US schools annually

expelled from US schools annually

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arrested in US schools annually

referred to law enforcement from US schools annually

5 million +

suspended in and out of US schools annually

COMPASSION SHOULD BE THE STANDARD, NOT THE EXCEPTION

Doing things differently requires a major paradigm shift for many caregivers. Kids with concerning behaviors aren’t lacking motivation, they’re lacking skills, especially those related to flexibility, adaptability, emotion regulation, frustration tolerance, and problem solving. They aren’t attention-seeking, manipulative, coercive, or unmotivated. They don’t need more time-outs, detentions, suspensions, expulsions, paddling, restraints, seclusions, or police referrals. Those interventions just push them out and away. They do need adults who know how to collaborate with them on solving the problems that are causing their concerning behaviors.

That’s why we’re here. Lives in the Balance advocates for our most vulnerable kids, and helps caregivers see them through more accurate, productive lenses and intervene in evidence-based ways that are collaborative, proactive, non-punitive, non-exclusionary, and effective. Our free resources, trainings, and outreach and advocacy efforts are driving the paradigm shift all over the world. Read our recent op-ed in The Oklahoman .

We invite you to become part of the effort.

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Key soft skills developers need to elevate to senior roles or management.

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Tigran Sloyan is the cofounder and CEO of CodeSignal , a technical interview and assessment platform.

Think of the highest-performing senior engineers and engineering managers at your organization. What qualities and skills do they have that make them so effective?

Chances are, what comes to mind isn’t just "hard" technical skills in relevant coding languages, frameworks and technologies—it’s likely also "soft skills," like the ability to collaborate, problem-solve and see the big picture.

Supply for this kind of talent is in demand: An analysis of job trends found that demand for engineering managers will increase 21% by 2028. To fill this gap in their engineering teams, leaders will need to foster career growth and leadership from within.

As CEO and co-founder of a company that helps engineering teams hire and develop great talent, I've observed firsthand the major role that soft skills play in career progression and excellent leaders. Here are the five critical soft skills that I've seen propel developers to the next level:

Today’s NYT Mini Crossword Clues And Answers For Saturday, August 31

Desperate to save pokrovsk, the ukrainian national guard has deployed one of its few offensive brigades, novak djokovic follows carlos alcaraz out of the u.s. open as stunning upsets continue, 1. communication.

Communication is the backbone of any successful engineering team. Senior developers and engineering managers must articulate complex technical concepts to both their engineering colleagues and nontechnical stakeholders clearly, and with the appropriate context.

A 2019 study by LinkedIn revealed that 92% of hiring managers say soft skills, particularly communication, are crucial for hiring the right candidate. This should not be surprising. In my experience partnering with technical recruiting teams at large companies, “communication” tops the list of soft skills hiring teams look for in their engineering candidates.

Building your team members’ verbal and written communication skills is a key step to helping them advance their careers.

2. Problem-Solving

Problem-solving is at the heart of software development and is a foundational skill for any developer aspiring to move into a senior role or engineering management—just behind communication, in my experience.

Effective problem solvers can identify issues, analyze complex situations and devise innovative solutions quickly. What makes senior- and management-level engineers stand out is their ability to see the big picture of the problems they're solving: not just what's technically required to address them, but why doing so matters for the business.

3. Collaboration

No engineer is an island. To build great products, engineers need to collaborate with colleagues, stakeholders and cross-functional teams to achieve their goals. In fact, Stanford University researchers found that employees who collaborate are much more effective at completing tasks .

Senior developers and engineering managers should be excellent collaborators who can facilitate communication on their teams, delegate tasks appropriately and create a culture where every team member feels respected.

4. Leadership

Leadership isn’t just about having authority; it’s about inspiring and guiding a team toward a common goal. Leadership skills are also in short supply: A recent Gartner analysis found that engineering leaders struggled to develop (subscription required) leadership skills among their senior engineers.

Aspiring senior developers and engineering managers must demonstrate leadership by taking initiative on projects, making strategic decisions aligned with business objectives and providing mentorship to junior team members. When your team members demonstrate these leadership qualities while still in a junior role, it can help them move up the ladder more quickly.

5. Adaptability

The tech industry is characterized by rapid change and continuous innovation—now more than ever with the groundbreaking advancements in AI technology.

Senior developers and engineering managers must be adaptable and keep apprised of new technologies and industry trends. Staying current with these trends and being open to change—and learning—are key skills for career advancement.

Encouraging A Culture Of Ongoing Learning

CTOs and other business leaders play an important role in fostering a culture of continuous learning and development within their teams. A growth mindset here is key: While some team members may seem like “natural” communicators, it’s important to remember that communication and other soft skills can be learned.

Invest in building a leadership pipeline at your organization that includes opportunities for engineers to practice soft skills on the job. One simple and effective way to do this is by investing in learning resources and tools designed to help engineers build soft skills. Leaders can also support mentoring programs within their engineering teams where senior-level engineers meet regularly with their junior-level colleagues to share career advice and strategies.

Building leaders from within your organization can enhance your team’s performance, reduce the need to recruit externally and boost employee engagement and retention.

Advancing from a developer role to a senior position or engineering management requires more than just technical chops. When engineers hone their skills in communication, problem-solving, collaboration, leadership and adaptability, they are better prepared to advance in their careers—whether as individual contributors or managers.

CTOs and business leaders must support this development through both a culture of ongoing learning and real investment in upskilling resources that equip your engineering teams to grow from within.

Forbes Technology Council is an invitation-only community for world-class CIOs, CTOs and technology executives. Do I qualify?

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Problems Solved!

Adhd parenting tips for helping your child learn problem-solving skills that will help her achieve success at school and at home..

It’s no secret that impulsivity is a key ADHD trait.

For children with attention deficit, this may bring more than its fair share of challenges, from acting on impulse to repeating the same problems over and over. It also makes it more difficult to overcome challenges .

A child with ADHD may rush into grappling with a problem without thinking it through, and it’s our job as parents to help them break this habit.

Instill Self-Reliance

Methodical problem-solving doesn’t come naturally to children with ADHD, but it can be taught. And learning to tackle challenges on his own, using solutions he came up with, will boost your child’s self-esteem .

Here’s how three parents built their children’s problem-solving skills while meeting three tough challenges:

[ Free Resource: Great Activities for Kids with ADHD ]

#1: Jill and her mom had nightly fights over homework.

At the end of a rough week, Jill’s mom sat down with her daughter. She asked, “What can we do about the homework battles that make us both unhappy?”

Jill told her mom she felt “bottled up inside” when she came home. They brainstormed a few solutions. Jill proposed walking the dog before starting homework, or having her mom help her prioritize her assignments. Mom suggested setting a timer — and racing to beat it — while working on each subject. She also offered to fix a healthy snack, “for munching between tasks.”

After discussing, and discarding, many ideas, Mom asked, “Which solution do you want to try first? It’s OK if it doesn’t work. We can try a different idea next week.”

Jill decided to have her mom help her arrange her work on the dining-room table. The next week went much better. When her mom asked, “How do you think your plan worked?” Jill gave herself credit for being a good problem-solver. They also decided to add the munchies.

[ Never Punish a Child for Behavior Outside His Control ]

#2: Karen was sad because no one wanted to play with her at recess.

Her mom and dad decided to hold a family meeting, to solicit suggestions. Sam, her big brother, said, “Karen always asks her friends to play her game.” They developed a list of ideas. Karen decided to invite two girls over for a play date , but didn’t think the idea was successful. “I still can’t get them to play what I pick,” she said.

Next, Karen decided to try joining in whatever activity other girls were already playing at recess. At that week’s family meeting, Karen smiled and said, “It’s more fun to try new games than I thought it would be.” Karen’s parents told her she should be proud of herself for finding a solution.

#3: Robert was always yelling at his little sister.

Each outburst left her feeling hurt and Robert feeling guilty. One evening, Robert and his dad sat down to talk about it. “I think your sister wants your attention. When she can’t have it, she does things to annoy you, and you respond by yelling,” said Dad.

Armed with this insight, Robert came up with ideas. “Let’s lock her in her room,” he suggested. Dad didn’t think that would be fair. Finally, Robert came up with a plan: “I will tell Sara that I will play with her after school for 20 minutes. If she doesn’t bug me, I’ll add five minutes. If she bugs me before our playtime, I’ll take away five minutes.”

At first, Robert’s sister lost playtime, but after a few days, she began to earn extra minutes. Robert invited Sara to join in the evaluation session, and she said she liked the time they spent together. “I guess we won’t have to try the ‘lock up’ idea,” he said with a smile.

[ Positive Charge: How to Reinforce Good Behavior ]

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Unlock real-world consulting experience and collaborative problem solving with New Venture Group — apply by Sept. 8

August 29, 2024 (Last updated: August 29, 2024 )

Unlock Real-World consulting experience and collaborative problem solving with New Venture Group!

Are you an engineering student looking to apply your problem solving skills beyond the classroom? Do you want to gain hands-on experience in consulting while making a tangible impact in the community? New Venture Group is here to offer you that opportunity!

New Venture Group is a W. P. Carey School of Business-affiliated student-led pro-bono consulting organization that empowers students to gain professional experience working on real-world projects for businesses and non-profit organizations. Their members collaborate in dynamic teams to tackle complex challenges, providing innovative solutions that drive positive change for their clients. New Venture Group has consistently recruited from diverse academic and geographic backgrounds throughout its application cycles.

Past and current member majors include computer science, industrial engineering, biomedical engineering and sciences and more.

Why join New Venture Group?

• Real consulting experience: Work on consulting projects with local clients, giving you the chance to apply your engineering skills to solve real-world problems.
• Professional development: Enhance your resume and build a network of like-minded peers, mentors and professionals in the consulting industry and gain access to their alumni network in consulting companies such as McKinsey, Bain and BCG.
• Community impact: Use your talents to make a difference in the community while learning from others in a collaborative environment.
• Interdisciplinary collaboration: Work alongside students from various disciplines, learning how to approach problems from different perspectives.

Apply to New Venture Group Consulting by Monday, Sept. 8, 2024.

Learn more by emailing [email protected] , visiting their website or Instagram , or attending one of these events:

I-Week tabling Tuesday, Sept. 3, 2024–Wednesday, Sept. 4, 2024 Noon–1:30 p.m. Thursday, Sept. 5, 2024–Friday, Sept. 6, 2024 10–11:30 a.m. Business Administration (BA) Dean’s Patio, Tempe campus [ map ]

New Venture Group information session Thursday, Sept. 5, 2024 6–7 p.m. Business Administration (BA) L1, Tempe campus [ map ]

New Venture Group case interview walkthrough Monday, Sept. 9, 2024 6–7 p.m. Attend via Zoom