Abstract
Problem solving is receiving increased attention from professionals working with learning disabled adolescents because of its obvious relation to success within the secondary school curriculum and life adjustment in the post-school environment. This study examines the problem-solving characteristics of learning disabled adolescents through a paradigm that uses verbalized self-instructions. Havertape and Kass delineate specific characteristics of learning disabled adolescents which differentiate their problem-solving skills from those of their normal peers. Implications for intervention are discussed.
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