Tellado's evaluation of a problem-solving skills training program (TM 510 179) needs to be defined in terms of a client for the evaluation. It may also have implications for earlier intervention in problem-solving skills. Further research about the role of linguistic skills in developing problem-solving skills seems warranted. (Author/BW)

Two main themes are found in the previous critiques (TM 510 180, TM 510 181, and TM 510 182) of the Tellado evaluation (TM 510 179): that Tellado lacked a clear audience for his evaluation and that he lacked an appropriate change orientation. A major problem with utilization-focused and stakeholder-based approaches to evaluation is revealed.…

A utilization-focused approach in evaluating a problem-solving skills training program (see TM 510 179) would have placed more emphasis on identifying evaluation users, their information needs, and likely use of findings. Other methods options are also discussed, along with how to prepare decision makers for utilization. (Author/BW)

Sixty-six seventh, eighth, and ninth graders were selected by guidance counselors to participate in a problem-solving skills training program. Students receiving training demonstrated better problem-solving skills and a higher level of self-esteem than control group students. (Author/BW)