4–11 years.

I Can Problem Solve (ICPS) is built around five interconnected thinking skills. Children are taught to choose the right words to describe a problem and propose a solution, as well as to notice and name feelings — both their own and others'. From there, the key skill develops: not settling for the first idea that comes to mind, but coming up with several ways to solve the same situation, thinking through what each one might lead to (consequential thinking), and building a sequence of steps from the current problem to the desired outcome (means-ends thinking).

The program's central practice is the "ICPS dialogue": an adult asks the child questions that help them arrive at a solution on their own, rather than being handed a ready-made answer. ICPS emphasizes not giving the child a ready solution, but a dialogue that helps the child think through options and their consequences themselves; in this way, the adult teaches the child how to think, not what to think.

The program combines formal scripted lessons with transferring the skill to everyday conflict situations throughout the day.

The program is intended for preschool and early elementary school children. Sessions are held 2–3 times a week over 3–5 months, gradually increasing in length — from 5–10 minutes at the start to 10–20 minutes by the end of the program. In preschool and kindergarten, sessions are recommended in small groups of up to 10 children; starting in grade 1, sessions are conducted with the whole class at once. Each session follows a single teacher script with a clear goal, materials, and instructions.

The program is delivered by a team of international trainers in partnership with the Center for Schools and Communities (Camp Hill, Pennsylvania) — this confirms fairly wide distribution of the program, but the exact number of participating schools or children is not published on official pages.

Besides the USA, the program is currently being studied in Chile and England. The "Mission" section of the official website also states that the organization promotes ICPS programs "in the United States and around the world," without specifying a list of countries.

No information about translations of the program into languages other than English could be found on the official website. If needed, this should be confirmed directly with the organization.

The program is listed in the CASEL Program Guide with SELect status, awarded to programs with confirmed effectiveness at the highest level of evidence.

One of the earliest and most cited studies of the program covered Black children from low-income families: in the first year, 113 children were trained, and another 113 formed an untrained control group. In the second year (now in kindergarten), 131 of these children were tracked and divided into four groups: trained twice — in both kindergarten and preparatory grade (39 children), trained once in preparatory grade (30 children), trained once in kindergarten (35 children), and never trained — the control group (27 children). The results showed that the program's positive effect on children's behavior persisted for at least a year, that training was equally effective whether given in kindergarten or in preparatory grade, and that one year of sessions produced the same immediate effect on behavior as two consecutive years.