Enhancing the creative problem-solving skills of educable mentally retarded students

60 educable mentally retarded students from 3 schools in a large urban school system received 9 wk. of instruction from an adaptation of the Productive Thinking Program. Their performance on measures of creative thinking was compared with that of 60 students who received no additional instruction. The conclusions drawn were that (1) special attention to creative thinking training for educable mentally retarded students may be quite effective and results stable over time and (2) the measures of fluency, flexibility, and originality are the most useful in assessing creative thinking for this group.