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Analysis of Problem

​​Analysis of the Problem Training Module 

Once a problem has been clearly defined, the problem must be analyzed with the goal of answering the question, “Why is this problem occurring?” During this step, the relevant information known about the problem is considered, potential hypotheses about the possible causes of the problem are generated, and information is gathered to confirm or disconfirm the hypotheses. As part of this process, educators should access the Decision Making Rubric, consider Volusia County's Pyramid of Intervention, and review the ​Problem Solving Tier Summary.  When a hypothesis about the cause of the problem is confirmed, the intervention is then linked to that cause. 

The domains assessed for information to analyze the problem are instruction, curriculum, environment, and learner (ICEL). Some of the questions asked are – “Has the child received instruction in the target skill?” (Instruction), “Does the curriculum contain the target skill?” (Curriculum), and “Does the environment support the acquisition of the skill?” (Environment). Specifically, the analysis of the problem phase includes:
• Gaining a clear understanding of the causes (functions) of the problem.
• Determining if the problem is a skill deficit or performance deficit.
• Development of hypotheses as to why the problem is occurring.
• Identifying if the problem is Instructional, Curriculum, Environmental, or
   Learner (ICEL) related?
• Identifying relevant obstacles.
• Developing a goal to address the problem (observable and measurable).
Often, this is  not a linear process. Consideration of known information/data, possible causes, and unknown information happens nearly simultaneously. Hypothesis generation involves the balancing of known information, possible causes, and gathering of unknown information in an ongoing process until a hypothesis with a high likelihood of correctness is derived.
The result is a hypothesis and corresponding prediction statement, such as the following:
The Problem is occurring because  ___________________________.
If ___________________ would occur, the problem would be reduced.




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