Abstract
The purpose of this report is to illustrate the use of different levels of teacher questioning as a strategy for increasing independent problem-solving behaviors in high school students who have moderate to severe handicapping conditions. Four levels of teacher questioning corresponding to stages in problem solving (i.e., identification, explanation, inference and generalization) were used with moderate to severely handicapped students attending a public high school. Using a multiple baseline design, students’ responses to problem situations were measured across classroom and vocational settings. Results indicated that participants could learn the correct solution to the problem posed across both settings.
Specific examples of teacher-questioning strategies and activities which can be used to promote problem solving are provided. The importance of conducting training activities in natural environments which provide problem-solving experiences for students is discussed.
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