We may assume that teens and young adults come equipped with a strong sense of approaching difficult or uncertain situations. For many of the individuals we work with, problem-solving needs to be practiced and developed in the same way as academic, workplace, and social skills. The IDEAL Problem Solving Method is one option to teach problem-solving to diverse learners.
Because executive skills grow and change across the lifespan, you may find it helpful to review our Executive Functioning Skills by Age Guide for a snapshot of typical milestones.
What is problem-solving?
Problem-solving is the capacity to identify and describe a problem and generate solutions to fix it.
Problem-solving involves other executive functioning behaviors as well, including attentional control, planning, and task initiation. Individuals might use time management, emotional control, or organization skills to solve problems as well. Over time, learners can observe their behavior, use working memory, and self-monitor behaviors to influence how we solve future issues.
Why are problem-solving strategies important?
Not all diverse learners develop adequate problem-solving. Learners with a history of behavioral and learning challenges may not always use good problem-solving skills to manage stressful situations. Some individuals use challenging behaviors like talking back, arguing, property destruction, and aggression when presented with challenging tasks. Others might shut down, check out, or struggle to follow directions when encountering new or unknown situations.
Without a step-by-step model for problem-solving, including identifying a problem and choosing a replacement behavior to solve it, many individuals respond with the challenging behaviors above instead. The IDEAL Problem-Solving Method is one option to teach diverse learners to better approach difficult situations.
IDEAL Problem-Solving Method
In 1984, Bransford and Stein published one of the most popular and well-regarded problem-solving methods. It’s used both in industry and in education to help various learners establish a problem, generate solutions, and move forward quickly and efficiently. By teaching your learner each step of the IDEAL model, you can provide them with a set of steps to approach a problem with confidence.
The IDEAL Problem-Solving Method includes:
I – Identify the problem.
There’s no real way to create a solution to a problem unless you first know the scope of the problem. Encourage your learner to identify the issue in their own words. Outline the facts and the unknowns. Foster an environment where your learner is praised and supported for identifying and taking on new problems.
Examples of identifying problems:
- “I have a math quiz next week and don’t know how to do the problems.”
- “I can’t access my distance learning course website.”
- “The trash needs to be taken out, and I can’t find any trash bags.”
D – Define an outcome
The second step in the IDEAL problem-solving process is to define an outcome or goal for problem-solving. Multiple people can agree that a problem exists but have very different ideas on goals or outcomes. By deciding on an outlined objective first, it can speed up the process of identifying solutions.
Defining outcomes and goals may be a difficult step for some diverse learners. The results don’t need to be complicated, but just clear for everyone involved.
Examples of defining outcomes:
- “I want to do well on my math quiz.”
- “I get access to the course website.”
- “The trash gets taken out before the trash pickup day tomorrow.”
E – Explore possible strategies.
Once you have an outcome, encourage your learner to brainstorm possible strategies. All possible solutions should be on the table during this stage, so encourage learners to make lists, use sticky notes, or voice memos to record any ideas. If your learner struggles with creative idea generation, help them develop a plan of resources for who they might consult in the exploration stage.
Examples of possible strategies to solve a problem:
- “I review the textbook; I ask for math help from a friend; I look up the problems online; I email my teacher.”
- “I email my teacher for the course access; I ask for help from a classmate; I try to reset my password.”
- “I use something else for a trash bag; I place an online order for bags; I take the trash out without a bag; I ask a neighbor for a bag; I go shopping for trash bags.”
A – Anticipate Outcomes & Act
Once we generate a list of strategies, the next step in the IDEAL problem-solving model recommends that you review the potential steps and decide which one is the best option to use first. Helping learners to evaluate the pros and cons of action steps can take practice. Ask questions like, “What might happen if you take this step?” or “Does that step make you feel good about moving forward or uncertain?”
After evaluating the outcomes, the next step is to take action. Encourage your learner to move forward even if they may not know the full result of taking action. Support doing something, even if it might not be the same strategy you might take to solve a problem or the “best” solution.
L – Look and Learn
The final step in the IDEAL problem-solving model is to look and learn from an attempt to solve a problem. Many facilitators forget this critical step in helping diverse learners to stop and reflect when problem-solving goes well and doesn’t go well. Helping learners of any age learn from experience can make problem-solving more efficient and effective in the future. Ask questions like “How did that go?” and “What do you think you’ll do differently next time?”
Examples of Look and Learn statements:
- “I didn’t learn the problems from looking at the textbook, but it did help to call a friend. I’ll start there next time.”
- “When I didn’t have access to the course website, resetting my password worked.”
- “I ran out of trash bags because I forgot to put them on the shopping list. I’ll buy an extra box of trash bags to have them on hand, so I don’t run out next time.”
A life skills coach can reinforce problem-solving methods like IDEAL through real-life applications with your learner.
Practice Problem-Solving
For ideas on common problems, download our deck of problem-solving practice cards. Set aside time to practice, role-play, give feedback, and rehearse again if needed.
How to teach the IDEAL problem-solving method
Top businesses and corporations spend thousands of dollars on training teams to implement problem-solving strategies like the IDEAL method. Employees practice and role-play common problems in the workplace. Coaches give supportive feedback until everyone feels confident in each of the steps.
Educators, parents, coaches, and mentors can use the same process to help learners of every age use the IDEAL problem-solving method. Set aside time to review common problems or social scenarios your learner might encounter. Practice using the IDEAL method when emotions and tensions aren’t running as high. Allow your learner to ask questions, work through problems, and receive feedback and praise for creating logical action plans.
Further Reading
- Bransford, J., and Stein, B., “The Ideal Problem Solver” (1993). Centers for Teaching and Technology – Book Library. 46. https://digitalcommons.georgiasouthern.edu/ct2-library/4
- Executive Functioning 101: Planning Skills
- Executive Functioning: Task Initiation
- Executive Functioning Skills by Age: What to Expect
- Kern, L., George, M. P., & Weist, M. D. (2016). Supporting students with emotional and behavioral problems. Baltimore, MD: Paul H. Brookes.
What year did you write this blog? Thanks!
2021