NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ862069
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0741-9325
Improving Problem Solving of Elementary Students with Mild Disabilities
Glago, Karen; Mastropieri, Margo A.; Scruggs, Thomas E.
Remedial and Special Education, v30 n6 p372-380 2009
Twenty-one 4th- and 5th-grade students with learning disabilities and emotional disabilities were assigned at random to a control condition or to an experimental condition in which they were taught, over a 9-week period, a five-step self-determination strategy for solving school- or home-related problems. Maintenance was assessed 3 weeks after the completion of the posttests. Results revealed that students in the experimental condition statistically outperformed students in the control condition in their abilities to learn a problem-solving strategy and to apply that strategy to scenarios. Experimental condition students also demonstrated their ability to generalize the use of that strategy to a classroom problem and retained their learning on a 3-week postintervention maintenance test. Results are discussed in terms of future research and implications for practice. (Contains 1 figure, 3 tables and 1 note.)
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A