Problem Solving Process
Comments: Developing an effective problem solving process provides an organized and systematic means to develop effective interventions designed to establish an effective learning environment. An effective problem solving process can be used by teachers to assess the entire learning environment, curricula, teaching styles, student performance, and as a means of presenting instructional material to students. Further, students can use a problem solving process in learning groups or as individuals to complete assignments. Consequently, developing an effective problem solving process should be an essential component in the teacher's repertoire of instructional strategies, and can serve as a critical tool to be used in establishing an effective learning environment.
The following information describes the problem solving process that teachers can use for program planning or as an instructional learning strategy for their students.
NOTE: The following material was adapted from The Intervention Assistance Team: A Facilitator's Program Manual, Chapter 3 Problem Solving Process, Florida Department of Education, Bureau of Student Services and Exceptional Education, 1995.
PROBLEM-SOLVING PROCESS
Key Elements
- Clarifying and analyzing the problem
- Brainstorming
- Implementing the intervention
- Evaluating intervention outcomes
A problem-solving process provides an organized and systematic means of collecting functional data. This data is then used to make effective decisions leading to planned interventions. These interventions are more likely to be effective than those selected in a more random manner (see Friend & Cook, 1992; Gutkin & Curtis, 1990; Zins et al., 1988).
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Clarifying and Analyzing the Problem
Problem clarification is the most important step in problem solving (Friend & Cook, 1992) and the rest of the process can only be successful if the specifics of the problem are clearly delineated (Bergan & Tombari, 1975). This step requires the most attention because it establishes, in clearly communicated terms the issue to be addressed. Clarifying the problem involves focusing on a target problem, describing the problem in behavioral terms, determining the type and causes of problem (e.g., single student academic problem or classroom management approach), and collecting baseline data regarding the target behavior.
A problem-solving protocol is not part of typical "classroom" operations. Teachers tend to begin deliberations on the problems of students without the benefit of systematic problem clarification and analysis. Students do the same with regard to their classroom assignments. Clarification of the problem, be it academic or behavioral, ensures comprehension on the part of both the teacher and the students, and provides the foundation for establishing clearly communicated expectancies, and implementation strategies.
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Brainstorming
Once a clear picture of the presenting problem has been developed, the teacher and student(s) face the challenge of generating potential solutions. The most commonly used approach to generating potential solutions is brainstorming. In brainstorming, problem-solvers are asked to generate as many ideas as possible toward solution of the problem presented to them. The rules typically given for brainstorming are as follows: 1) Accept all ideas that are offered without evaluating them, 2) Propose ideas freely even if they seem infeasible, 3) Have someone write down the ideas being generated, 4) 'Play' with the ideas to generate even more ideas (Friend & Cook, 1992, p. 59).
The power of brainstorming is realized by the active participation of the teacher and student(s). Effective facilitation strategies are often required of the teacher in order to achieve full student participation, to have ideas presented without evaluation of their merits or feasibility, and to keep participants on task. It can be difficult for teachers who have functioned as direct instruction educators to adopt a brainstorming approach where quantity and variety of ideas are valued over producing "the answer." Teachers with predetermined methods for problem solving are also likely to give little time to a divergent thinking activity like brainstorming. These obstacles can be overcome by providing teachers with training experiences that reveal the benefits of having more intervention ideas to consider.
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Evaluating and Choosing Among Proposed Interventions/Strategies
Given an array of potential interventions or strategies, the teacher and student(s) face the task of selecting one or more that are judged most likely to be effective. The factors to be considered in evaluating potential interventions include: their advantages and disadvantages, the tasks and resources required to implement them, their intrusiveness and feasibility, and the individual preferences and skills of the person responsible for implementation (hopefully the student).
Effective selection of interventions from those generated via brainstorming requires an atmosphere in which all ideas can be freely discussed and questioned. It is also critical that those deliberating the choices have a clear understanding of how each of the proposed interventions would be implemented.
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Evaluating Intervention Outcomes
Once the intervention is selected, the student and teacher reach an agreement on how and when evaluation data will be collected.
The decision about whether the goals agreed upon have been met is determined through discussion between the teacher and student, observation of the student, and collection of other data appropriate to the type of problem, e.g., examination of work samples (Kratochwill et al., 1990). Assuming that the intervention/strategy is at least partially successful, the student and teacher make any necessary modifications. If the intervention/strategy produces less than a partially successful outcome (as determined by the criteria set), the teacher can return to the team in order to cycle back through problem solving process so that an alternate intervention can be developed.
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[ Appendix 3 ] [ Table of Contents ]
Copyright ©, 2000. Lee R. Clark. All Rights Reserved.
Not for dissemination without permission of Project Director.
Last modified 2001-03-21.