This report describes a project designed to expand higher order thinking skills in five primary students with disabilities in order to increase problem solving and decision making skills. The project incorporated higher order thinking skills into mathematics, science and language arts units, and implemented weekly, cooperative learning techniques and activities. Following the introduction and modeling of a specific thinking skill, students practiced the skill in a content-free cooperative group activity. Eventually, skills were imbedded into a structured mathematics, science, or language arts lesson, where students could demonstrate their understanding of the skill as well as use its application for problem solving. Results of the intervention indicate improved student conduct, successful problem solving in language arts and science, an increase in student use of higher order thinking skills, an improvement in written and oral expression, and a heightened ability to participate more fully in a cooperative group effort while substantiating their ability to use appropriate social skills. Appendices include a teacher survey, a student interview form, a sample lesson for bonding in cooperative groups, and sample lessons and activities for mathematics, science, and language arts. (Contains 18 references.) (Author/CR)