Document Type
Article
Publication Date
Summer 2025
Abstract
Students with significant disabilities are frequently taught using highly structured, direct instruction, often with an errorless component. While this approach can build confidence in specific tasks, it may limit opportunities for developing independent problem-solving skills. When these students are presented with unfamiliar challenges, they may experience frustration and dysregulation. This study aims to investigate what productive struggle strategies are effective in supporting students when engaging in challenging tasks while also maintaining regulation. Qualitative data was gathered utilizing field notes to determine what, if any, productive struggle strategies support students in special education through a challenging task. The results of this data indicated that students were able to maintain regulation when engaging in productive struggle strategies and having a consistent environment. Further research is needed to expand the length and sample population. Additionally, further research would allow for generalization to additional environments within the classroom.