{'fraction_non_alphanumeric': 0.017875920084121977, 'fraction_numerical': 0.005257623554153523, 'mean_word_length': 5.389261744966443, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Improving Problem Solving of Elementary Students With Mild Disabilities

Twenty-one 4th- and 5th-grade students with learning disabilities and emotional disabilities were assigned at random to a control condition or to an experimental condition in which they were taught, over a 9-week period, a five-step self-determination strategy for solving school- or home-related problems. Maintenance was assessed 3 weeks after the completion of the posttests. Results revealed that students in the experimental condition statistically outperformed students in the control condition in their abilities to learn a problem-solving strategy and to apply that strategy to scenarios. Experimental condition students also demonstrated their ability to generalize the use of that strategy to a classroom problem and retained their learning on a 3-week postintervention maintenance test. Results are discussed in terms of future research and implications for practice.