# data[].attributes.body
1. Identify the Problem
-First you must decide if the interpersonal problem solving approach is appropriate. Determine if it is worth the time, and resources. Think about what would happen if the problem was not addressed
2. Generate Solutions
-Use a strategy to come up with as many possible solutions as the group can think of. These suggestions should be written down. They should not be evaluated at this point.
3. Evaluate Potential Solutions
-At this point the group would eliminate suggestions that are unlikely to happen. If the problem involves students, then non-evidence based suggestions should be eliminated.
4. Select Solution(s)
-Select a final decision based on intrusiveness, preference, and feasibility.
5.Implement Solution(s)
-Put the plan into action based on the strategy.
6. Evaluate Outcomes
-Use data to determine whether it has been effective.
(Friend & Cook, 2017 pg. 113)

# data[].attributes.body
As an educator most of our days are spent problem solving. This leads many of us to believe that we are expert problem solvers, and that those skills will easily transfer to group problem solving. In actuality, group problem solving requires even more professional skills that individual problem solving does. Group problem solving takes time, and all members must be invested.
(Friend & Cook, 2017 pg. 104)

# data[].attributes.body
Reactive problem solving happens when you are faced with a major crisis that will require your immediate attention. An example could be a parent asking about an incident that happened in class.

Proactive problem solving is when you are able to anticipate a situation that is going to need your attention in the future. An example of this is when a pull out schedule needs to be created, and the teachers and admin would work to make a schedule that would be successful.
(Friend & Cook, 2017 pg. 107)

# data[].attributes.body
RTI is a special technical type of problem solving. All of the other ideas about group problem solving in Chapter 5 cannot necessarily apply to the RTI process. For example, asking if all members of the RTI group are committed to finding a problem would be invalid. If we determine that the child needs interventions, then they must be implemented regardless.
(Friend & Cook, 2017 pg. 111)

# data[].attributes.body
We must be aware of the impact that cultural diversity can have on the group problem solving process. It is possible that bias could occur is the team members have a different background and culture than the student in question. For example, this may be a problem when a student is an ELL and is being referred for SPED services. Additionally, there may be cultural differences within the 'members of the problem solving group, and this could cause them to have different expectations of outcomes for students.

(Friend & Cook, 2017 pg. 107)