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The problem-solving approach to the SST is perhaps the most strategic means of identifying interventions to implement to build skills and improve school behaviors among students. There are four basic areas of an SST which are problem identification, problem analysis, plan implementation, and plan evaluation. During the problem identification phase, the concerns are presented to the team from multiple perspectives. It is also important to begin the SST meeting with an agenda to keep focused and manage time. The SST considers multiple data sources, such as interviews, observations, student work, etc. Though an investigation, the problems or concerns the student is experiencing can be defined in specific and observable terminology. .
During the second phase, problem analysis, the SST generates a hypothesis. For example, the problematic behavior occurs because of the minor not completing homework assignments which is a result of her lack of understanding of the assignment and failure to record the assignment in her planner. The SST considers several contributing factors such as the curriculum, instruction, school/classroom environment, home/community, peers, and the student's individual characteristics. The SST also develops an intervention plan and identifies how the intervention plan will be monitored and altered. .
Thirdly, the SST intervention is implemented and modified as needed. During this phase, there is an ongoing process of data gathering. Monitoring data is crucial to determine if the intervention is useful for the student. As data is reviewed alterations may be made to the intervention program to continue building successes and minimizing unproductive interventions. Every student is distinct and requires an individualized treatment plan. .
Finally, evaluation takes place, whereby a follow-up session is held (usually 8 weeks after the initial SST meeting) and the team discusses implementation of each intervention.
