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¶
Claim · All claims
Evidence · 1 study · causalr?·q2
Currency · newest study 2004 · checked against its sources 2026-10-20 (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
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students in both intervention groups showed significantly more capacity on the targeted skill compared to the alternating control group. → Palmer 2004
Evidence¶
Palmer 2004¶
Palmer, Susan B.; Wehmeyer, Michael L.; Gipson, Krista; Agran, Martin. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70(4), 427-439. https://hdl.handle.net/1808/10978
q2 · i? · causal · r?
An alternating-treatments intervention study with middle school students with intellectual disabilities, in which groups alternately received problem-solving or study planning instruction. The article reports both intervention groups showed significantly more capacity on the targeted skill than the alternating control group; no effect size is printed.
"Students in both intervention groups showed significantly more capacity on the targeted skill as compared to the alternating control group"
Discussion¶
Related Claims¶
- Self-determination skills instruction for students with disabilities increases self-determination on some measures but not others — a broader claim this one bears on
- Students taught with the Self-Determined Learning Model of Instruction gain in self-determination, but not significantly more than a delayed-treatment control group — related
- 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 — related
- All students in the self-determination skill intervention achieved their goals at better than average levels — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
self-determination-instruction-increased-targeted-skill-capacity |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2004 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-16 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — palmer-2004 |
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