Three students with mild to moderate intellectual and multiple disability, enrolled in a self-contained functional curriculum class were taught to use a self-monitoring checklist and science notebook to increase independence in inquiry problem-solving skills. Using a single-subject multiple-probe design, all students acquired inquiry problem-solving skills during exposure to functional guided science inquiry lessons and demonstrated the problem-solving skills independently. Students successfully generalized inquiry problem-solving skills to two functional problem scenarios during a generalization phase.
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