The Impact Explicit Instruction of Problem-Solving Skills has on Improving Executive Function, Forethought of Natural Consequences, and Reducing Disruptive Behaviors Among Elementary School Students

This research investigated the impact explicit instruction of problem-solving skills has on improving executive function and reducing disruptive behaviors among elementary school students. Grounded in the recognition of socio-emotional deficits as indicators to academic and behavioral challenges, this research approached the deficit of socio-emotional and problem-solving skills by testing symbols, socio-emotional worksheets, and problem-solving lessons. Ten second-grade students, exhibiting difficulties in emotional regulation and executive functioning, participated in the study, guided by a teacher-researcher. The methods included the implementation of symbols for non-disruptive communication of needs, socio-emotional worksheets to scaffold problem-solving skills, and weekly problem-solving lessons. Data collection methods included pre- and post-questionnaires, a tally chart documenting the quantity of interruptions, and records of student-reported issues during unstructured times. Findings indicated a slight discrepancy between students' self-perceptions and observed behaviors, emphasizing the importance of recognizing a problem. The tally chart system helped students to quantify disruptive behaviors and promoted self-awareness, resulting in a noticeable reduction in interruptions during academic times. Socio-emotional worksheets and problem-solving lessons enhanced students' independent problem-solving skills and emotional regulation. All interventions contributed to a substantial decrease in disruptive behaviors and an observed increase in problem-solving skills.