Students with disabilities need problem-solving skills to promote their success in solving the problems of daily life. The research into problem-solving instruction has been limited for students with autism. Using a problem-solving intervention and the Self Determined Learning Model of Instruction, three elementary age students with autism were taught to set personal goals related to their academic achievement, identify problems, and self-evaluate their problems-solving skills. A multiple-probe design was used, and data suggested that all students achieved and maintained their self-set goals.
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