Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery¶
Claim · All claims
Evidence · 1 study · causalr2·q2
Currency · newest study 2002 · checked against its sources 2026-10-18 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
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This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? During the training condition, there was a marked increase in target performance for all participating students, with a mean of 2.3 training sessions to achieve 80% mastery. → Agran 2002
Evidence¶
Agran 2002¶
Agran, M., Blanchard, C., Wehmeyer, M., & Hughes, C. (2002). Increasing the Problem-Solving Skills of Students with Developmental Disabilities Participating in General Education. Remedial and Special Education, 23(5), 279-288. https://doi.org/10.1177/07419325020230050301
q2 · i? · causal · r2
Multiple-baseline-across-participants intervention study of four middle school students with disabilities taught the problem-solving strategy in general education classes. The article reports "a marked increase in student target performance for all participating students" and a mean of 2.3 sessions to 80% mastery.
"During the training condition, there was a marked increase in student target performance for all participating students. The mean number of training sessions to achieve 80% mastery was 2.3 sessions."
Discussion¶
Related Claims¶
- Students' baseline performance of target behaviors was low (0% to 20%) and rose to 100%, maintained by Andy, Jane, and Joan during the maintenance condition — related
- HelpCoach did not significantly outperform Baseline in improving or retaining self-reported self-regulation — related
- With peer feedback groups added to web-based SRL training (Group TDP), students showed statistically significant gains in self-motivation, volition and reflection, beyond the planning and metacognition gains also seen in Group TD; goal-setting and elaboration gains stayed non-significant — related
- Middle school students with intellectual disabilities taught problem-solving or study planning skills showed significantly more capacity on the targeted skill than students in the alternating control group — related
- The concept model of vocabulary instruction produced larger gains in content-area vocabulary test performance than the definition/sentence-writing model for all six middle school students with learning disabilities — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
problem-solving-instruction-increases-target-behaviors-developmental-disabilities |
title |
Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery |
description |
Self-regulated problem-solving instruction produced immediate, marked increases in target behaviors for all four students, with a mean of 2.3 training sessions to reach 80% mastery |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2002 |
source_checked |
2026-10-18 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — agran-2002 |
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