The effects of a problem solving intervention on problem solving skills of students with autism during vocational tasks
Abstract
Problem solving is an important employability skill and considered valuable both in educational settings (Agran & Alper, 2000) and the workplace (Ju, Zhang, & Pacha, 2012). However, limited research exists instructing students with autism to engage in problem solving skills (e.g., Bernard-Opitz, Sriram, & Nakhoda-Sapuan, 2001). The purpose of this study was to determine the effectiveness of a problem solving intervention on improving problem solving skills of students with autism during vocational tasks. A multiple-probe across students design (Horner & Baer, 1978) was used to examine the effectiveness of the intervention on students' problem solving performance across three problem categories: insufficient, missing, and inappropriate materials. During intervention, students watched point-of-view video modeling, practiced problem solving, and then solved problems related to three categories. During intervention, students had a cue sheet available to self-prompt a problem solving step if they needed to remember a step. Generalization of problem solving performance into a second untrained setting was examined. Maintenance of problem solving performance was measured six weeks following the conclusion of the intervention phase. Results demonstrated the effectiveness of the intervention on improving all students' problem solving performance across all problem categories. Effect size measures revealed a strong effect for each student between baseline and intervention across all problem types. Statistical analysis resulted in significant difference between baseline and intervention for each student per problem type. Generalization of problem solving performance to a second untrained setting was evident for each student and resulted in a strong effect size measure. Three of four students maintained problem solving performance at a six-week follow-up. Overall, evidence supported that students with autism can independently engage in problem solving following the intervention.
Degree
Ph.D.
Advisors
Taber Doughty, Purdue University.
Subject Area
Special education
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