Using a Self-Instructional Training Package to Teach Complex Problem-Solving Skills to Adults with Moderate and Severe Disabilities

Abstract

This investigation assesses effects of a self-instructional package on complex problem-solving skills by three adults with moderate to severe intellectual disabilities. Complex problem-solving skills are defined as identifying several potentially effective response alternatives to a problem situation. To teach problem-solving skills, problem situations were embedded in the participants' daily routines that consisted of multiple task sequences. Effects of the training package were evaluated in a multiple probe design across participants to assess acquisition and generalization of correct problem-solving responses and self-verbalizations across: (a) trained and untrained problem situations within the training routine and (b) untrained problem situations in novel routines and settings, employing materials and an instructor that differed from training. Results show that the training package was effective in producing generalized, complex correct problem solving in training and novel routines. Demonstration of self-verbalizations was evident in the training routines.