Teach problem-solving and study planning skills explicitly linked to language arts, science, and social studies standards¶

Strategy · All strategies
Evidence · 2 claims (2 for) · 1 study (1 causal), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

This strategy delivers self-determination instruction as two concrete skills: problem-solving and study planning. Each skill is taught while explicitly linked to standards in language arts, science, and social studies, so that learning the skill simultaneously advances engagement with general curriculum content. The article reports that "middle school students with intellectual disabilities alternately learned problem-solving and study planning skills linked to language arts, science, and social studies standards." It is implementable within existing content-area instruction rather than as a separate curriculum.

Design Implications¶

Context¶

Requirements¶

• Instruction must be tied to specific academic standards in content areas such as language arts, science, and social studies

Constraints¶

Target Learners¶

• middle school students with intellectual disabilities

Target Learning Goals¶

• problem-solving skills
• study planning skills
• standards-aligned academic content

Claims¶

• 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 [+W]
• All students in the self-determination skill intervention achieved their goals at better than average levels [+W]

Related Strategies¶

• Promoting Self-Directed Learning Strategies
• Self Regulated Learning Instruction
• Prioritizing Agency for Students With Disabilities

Examples¶

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Key Sources¶

• 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