| Research indicates that teachers and parents of children with disabilities rated self-determination, and in particular problem-solving skills, as important for success (Agran & Alper, 2000; Kolb & Hanley-Maxwell, 2003; Wehmeyer, Agran, & Hughes, 2000). Yet students with intellectual disabilities lack specific instruction related to self-determination, and often they have limited opportunities to practice the problem-solving skills that are needed (Agran & Wehmeyer, 2005; Grigal, Neubert, Moon, & Graham, 2003). This results in adolescents with intellectual disabilities exiting the school environment without the problem-solving skills needed to solve real-world problems.;Problem-solving instruction increases the acquisition of self-determination skills of students with intellectual disabilities and teaches these students how to self-regulate their behaviors (Agran, Blanchard, Wehmeyer, & Hughes, 2002; Palmer & Wehmeyer, 2002; Palmer, Wehmeyer, Gipson, & Agran, 2004). These behaviors are important for successful inclusion and access to the general education curriculum (Agran, Cavin, Wehmeyer, & Palmer, 2006). It is imperative that direct instruction of problem-solving skills begins when students are in the elementary grades so they have increased opportunities to practice the skills over time (Palmer & Wehmeyer, 2003).;Researchers have noted that elementary-age students with intellectual disabilities have demonstrated problem-solving skills during instruction (Palmer & Wehmeyer, 2003), nevertheless, researchers have suggested more study is needed to assess the generalization and maintenance of problem-solving skills (Agran et al., 2001; Palmer et al., 2004). The purpose of this study was to research middle school students' with intellectual disabilities application, maintenance, and generalization of problem-solving skills. This study contributes to the limited research for this population of students, and provides a systematic approach to teach problem-solving skills that lead to self-determination (Agran et al., 2002; Crites & Dunn, 2002; Palmer & Wehmeyer, 2002).;This study was designed to investigate the effects of problem-solving instruction to increase the skill performances of problem solving in middle school students with intellectual disabilities. Since the participants were students with intellectual disabilities who were instructed in a special education classroom, this research can be used to improve student outcomes. In addition, this study provides insight into how this problem-solving strategy can be implemented by teachers. |
