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The U.S. is deficient in producing science, technology, engineering, and math (STEM) professionals. Competent problem solving is a desirable educational outcome pertinent to STEM education. Research has demonstrated the effectiveness of teaching task-specific problem-solving skills using behavior-analytic tactics. Learners have been taught to solve problems taught algorithmically and via flexible, sequence-independent behavior chains. There is a paucity of empirically validated procedures to explicitly teach generative problem-solving skills. A promising procedure by Whimbey and Lochhead's (1991) Talk Aloud Problem Solving (TAPS) approach is used at Morningside Academy to teach students problem solving (Johnson & Street, 2004; Robbins, 2011; Robbins, 2014). This investigation aimed to evaluate the effects of a TAPS instructional package of explicit instruction, behavior-analytic tactics, and behavior skills training on component problem-solving skills with third-grade students in an extracurricular program. Participants included three dyads of 8- and 9-year-old students. A multiple-baseline experimental design across dyads evaluated each student's performance as active listeners (ALs) and problem solvers (PSs) and the count of correct answers and errors before the intervention, immediately after the intervention, and in subsequent generalization probes. This intervention package increased the target response classes of the PSs and ALs, decreased errors, and resulted in students allocating more time per problem. Student gains were maintained in generalization probes. An increase in the counts of corrects per timing was not observed, attributed to the omission of consequence feedback on each problem's accuracy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]