Problem Solving
(*available as a half day or full day workshop)


Students with special needs may require specific instruction to speak, dress, demonstrate social skills, read, and much more. Many of these repertoires are traditionally (and appropriately) taught through errorless teaching. Errorless teaching can help students quickly learn new skills and early successes can increase the confidence with which they approach new tasks.

But teachers cannot prepare students for every possible challenge that they may encounter. Teachers can teach to the “general case”, but also ultimately need to teach students “what to do when they don’t know what to do”. If you teach a student to zip his pants, he will be able to zip his pants. But if you teach him to figure out how to zip his pants, he may also be able to snap and button his pants, open and close zip-lock bags, put a shirt on a hanger, find a towel to dry with, and overcome many of the novel challenges that his life may present.

Teachers, including parents, have challenges at multiple levels. They have to recognize the supports they typically provide to their learners, develop the will to allow their learners to encounter failure, and master the art of providing the appropriate supports at the appropriate times.

In this workshop, we will identify prerequisites to and provide a behavioral analysis of problem solving. Participants will learn to:
-identify current levels of prerequisites for their learners
-identify (and contrive) opportunities for problem solving
-use “discrimination training”
-implement “productive floundering”
-gather and analyze data  


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