Although there is extensive research demonstrating the benefits of teaching problem solving repertoires to typically developing individuals, there is little research on the effectiveness of these kinds of procedures with individuals with special needs. In this study, a group of special education students in a public school were taught problem solving skills using a curriculum called Talk Aloud Problem Solving (TAPS), which was developed by Robbins (2014). TAPS teaches students five problem solving skills and five active listening skills. This study utilized a multiple baseline design to examine whether training in TAPS would change the way that students solve problems and increase their accuracy when solving problems. In addition, a reversal design was used for each participant, consisting of the presence and the removal of the active listener during different stages of the study. After TAPS training and guided practice sessions, all students demonstrated new problem solving repertoires and their accuracy improved. For some students, having an audience (an active listener) was necessary to maintain their behavior. Further research is needed to determine how to teach students to be their own active listener.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1011828 |
| Date | 08 1900 |
| Creators | Will, Sean Michael |
| Contributors | Rosales Ruíz, Jesús, Ala'i-Rosales, Shahla, Mehta, Smita |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | v, 54 pages, Text |
| Rights | Public, Will, Sean Michael, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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