The Effectiveness Teaching Social Problem Solving Skills to Social Problem Solving Students with Autism in the Inclusive Classroom A Review of its Effectiveness

Abstract

The purpose of this study was to investigate the effects of teaching social problem solving skills to students with autism had on their behavior in an inclusionary classroom. Six middle school students with educational autism or Asperger's syndrome were individually taught social problem solving skills for 20 minutes a week for 4 weeks using a visual "Ready, Set, Go!" model (O'Connor & Stichter, 2011). The students were given two pre and post-tests on social problems. The first pre and post-test required the students to come up with possible solutions to each problem. The second pre and post-test gave possible solutions for each problem and the students had to choose the best solution. The participants' behaviors were also monitored closely through teacher observations and individual point sheets before, during, and after the study. The results were compared to see if there was a relationship between students' behaviors in the inclusionary classroom and being taught social problem solving skills. The pre and post-tests were also compared to see if there was an increase in developing appropriate solutions to problems.