Problem Solving is a complex skill that can be challenging for many students, especially those with trouble managing their executive function and emotional regulation skills. They may not realize there
is a problem that needs solved or they may have difficulty entertaining more
than one possible solution. They may have a tendency to focus on one aspect of
a problem, to the exclusion of other components. Sometimes this includes and
inability to identify the most important parts of the problem. Furthermore,
they may hyper-focus on the problem even after it has been solved and may be
resistant to asking for help from others. Also, they have a tendency to become
“stuck” on one solution and won’t try other possible strategies. They have
difficulty generalizing skills and knowledge to other situations and
environments. Today's Executive Functioning Forum provides a variety of strategies for addressing these deficits through direct instruction of problem solving skills.
Teach Students to Ask for Help
In the earliest stages of problem solving, students may need to learn to ask for help so that someone can help walk them through the problem and possible solutions. Provide a routine, predictable way for them to ask for help and provide opportunities for practice. Help them to understand when they are feeling overwhelmed or confused they should initiate asking for help. Incorporate visual supports and reinforce their willingness to accept help.
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Jamie Minnish
Prass Elementary, Kettering |
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Jamie Minnish
Prass Elementary, Kettering |
Practice a Calming Strategy
It is difficult to problem solve when feelings of anxiety and frustration take over. Directly teach and deliberately practice calming strategies that students can use in the moment to help them calm down before proceeding with their problem solving techniques.
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Elisha Volp
Northridge Elementary, Northeastern |
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Marie Reikowski
Demmitt Elementary, Vandalia |
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Laurie Maravetz
Schaefer Middle School, Springfield |
Help Students See Their Options
Use visual supports to help students see what their options for solving the problem may be and the consequences of each choice. Initially you may focus on a positive (green) and negative (red) option and gradually expand upon the options to include all of the possible solutions and consequences. Use visual supports to illustrate this thought process and to provide the information in a familiar, predictable way. Later the strategy of thinking through possible solutions can be done more independently with a blank visual support.
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Taylor Ruef
Stevenson Elementary, Mad River |
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Emily Ottmar
Stevenson Elementary, Mad River |
Teach Students to Think About Their Thinking
Metacognition is the awareness and understanding of one's own though processes. For students who struggle with executive functioning, metacognition can be especially difficult. Model your own thought processes and provide questions that help students to thinking about their thinking.
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Leslie Mann
Smith Middle School, Vandalia |
Bring It All Together
Once students have been taught these processes in isolation, bring them all together through use of a cumulative visual support that can be used for priming them before challenging situations and that they can use in the moment to help them work through a problem.
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Leslie Mann
Smith Middle School, Vandalia |
For more ideas on meeting the needs of students with executive functioning difficulties, check out our previous Executive Functioning Forum posts.
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