Using a Problem-Solving Approach to Teach Classroom Skills to a Student with Moderate Intellectual Disabilities within Regular Classroom Settings

Abstract

We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour signi cantly improved during the intervention.

A Model for Aligning Self-Determination and General Curriculum Standards

“…• Teach students to decode situations and make decisions regarding actions needed to improve behaviors that support academic performance (e.g., asking for assistance, completing an assignment; O'Reilly, Lancioni, Gardiner, Tiernan, & Lacy, 2002).…”

Improving Problem-Solving Performance of Students With Autism Spectrum Disorders

“…Problem-solving research with individuals with disabilities focused on solving problems related to transition goals and self-determination (Agran et al, 2000), home and school (Cote et al, 2010), social situations (O'Reilly, Lancioni, Gardiner, Tiernan, & Lacy, 2002), and vocational and daily functioning (Bambara & Gomez, 2001). Furthermore, studies used various interventions.…”

“…Although not specific to students with ASD, literature examining problem-solving instruction for students with disabilities suggests these individuals can learn to problem-solve (Agran, Blanchard, & Wehmeyer, 2000; Cote et al, 2010). Problem-solving research with individuals with disabilities focused on solving problems related to transition goals and self-determination (Agran et al, 2000), home and school (Cote et al, 2010), social situations (O’Reilly, Lancioni, Gardiner, Tiernan, & Lacy, 2002), and vocational and daily functioning (Bambara & Gomez, 2001). Furthermore, studies used various interventions.…”

“…For example, Cote et al (2010) taught students a three-step problem-solving approach (identifying a problem, identifying solutions, and providing a rationale for a selected solution) using worksheets, student-developed flashcards, guided practice, role-playing, modeling how to request assistance, and feedback on performance. O’Reilly and colleagues (2002) taught a student a four-step problem-solving approach (decoding a problem, deciding on solution, performing, and evaluating) using live modeling, role-play, error correction, and verbal praise. In addition, self-determined learning model of instruction (SDLMI)—self-regulated problem-solving strategy involving three phases and 12 questions, was the focus of teaching students to become self-directed learners by solving problems related to transition goals (Agran et al, 2000).…”

Examination of a Social Problem-Solving Intervention to Treat Selective Mutism

“…Social problem-solving interventions have successfully been used to teach social skills to a variety of populations, including individuals with intellectual disabilities and traumatic brain injuries (e.g., Foxx, Martella, & Marchand-Martella, 1989;O'Reilly, Lancioni, Gardiner, Tiernan, & Lacey, 2002;O'Reilly, Lancioni & O'Kane, 2000). These interventions have produced very robust outcomes, with social skills generalizing across regular school settings and vocational settings (e.g., Foxx, Faw, & Weber, 1991;O'Reilly & Chasdey-Rusch, 1992;O'Reilly et al, 2002). Additionally, several studies have demonstrated that such interventions can produce longterm positive changes in social behavior (Foxx & Faw, 1992;O'Reilly, Lancioni, & Kierans, 2000).…”