Overview  

Effective problem solving requires individuals to select and apply appropriate strategies in an efficient and logical manner (Warger, 2002); however, students who have learning disabilities often struggle to learn and apply these strategies (Montague, Enders, & Dietz, 2011). Decision charts can be used to guide individuals through the steps in a problem or make problem solving strategies more explicit. They include a set of prompts laid out in a chart format that individuals can follow to support their decision-making during problem solving. This may look like a flow-chart or set of steps for students to follow.

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There does not appear to be any research examining the impact of providing a pre-made decision chart to individuals, though some authors have developed instructional strategies using decision charts. For example, Montague, Warger, and Morgan (2000) developed a problem solving approach called, Solve It!, which is a cognitive approach designed to aid middle school students who have learning disabilities. Bray (1988) also taught students problem solving strategies using flow charts. These approaches, however, are better described as educational technologies as they are used for entire classes of students to teach a particular skill. Therefore, research has shown that using decision charts or flow charts as part of instruction can be effective, but has yet to validate them as an assistive technology that can be provided to students who struggle with remembering the steps to problem solving.

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Research Rating: Due to the lack of experimental information cited in this description, no claims about the effectiveness of decision charts can be made. It is possible that decision charts are effective, but this has not been confirmed experimentally.

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Advantages:

• Can be differentiated to the individual’s needs or learning level

• May be provided to individuals who struggle with remembering the steps to problem solving

• Inexpensive and easy to make

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Disadvantages:

• The strategies that have been validated in the research literature required whole-class intensive instruction (e.g., Montague et al., 2011), therefore individuals who require decision charts as an AT may require training

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To Consider

• Teaching metacognitive strategies will be important when considering using a decision chart