Teach a four-step verbalized problem-solving strategy (identify problem, propose solution, implement, evaluate)¶

Strategy · All strategies
Evidence · 4 claims (4 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 4 claims rest on one study

Description¶

Students were taught to ask and verbalize four questions in sequence: "What is the problem?", "What can I do about it?", implement the proposed solution, and "Did that fix the problem?" Students rehearsed the questions aloud until they could recall the steps, then used the strategy (with cue cards when necessary) during daily classroom challenges. Each student was given three to five daily teacher-arranged opportunities to practice the steps on their self-selected target behavior.

Design Implications¶

Context¶

Requirements¶

• Teachers create three to five daily opportunities for students to perform the target behavior and practice the problem-solving steps; students repeat the questions aloud until the trainer is assured they understand and can recall the steps and sequence

Constraints¶

• Students were not expected to ask the questions out loud in the general education classroom setting; in this study, instruction was delivered in general education content classes over three to nine instructional sessions

Target Learners¶

• students with mental retardation or developmental disabilities
• middle school students in general education

Target Learning Goals¶

• classroom social and communication skills
• following directions
• contributing to class discussion

Affordances¶

• Self Determined Learning Model Instruction

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 [+W]
• 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 [+W]
• Student and teacher social validation feedback supported the strategy, with students reporting improved social lives, class engagement, and goal completion [+W]
• All four students achieved above the performance levels teachers expected on the Goal Attainment Scale, exceeding their personal goals by 10% to 20% [+W]

Related Strategies¶

• Problem Solving Draw A Picture
• Model Assignment or Skill

Examples¶

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Key Sources¶

• 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