multitiered intervention strategy is meant to acknowledge that there is some distance to travel between the knowledge base that has been accumulated and the capacity to use that knowledge on a widespread basis. There are examples in Texas and Virginia of taking screening to scale. But making the tools available to teachers, preparing teachers both to assess students and to respond productively to the assessment results, and supporting teachers to work with the instructional demands of intervening differently for subgroups of students at different skill levels require the careful development of capacity and infrastructure.

At the same time that the committee acknowledges the investment required to adopt this recommendation, we call attention to the potential return on the investment and the consequences of not making such an investment. When early screening and intervention is not undertaken, more students suffer failure. The demands on the school to invest in a support structure for those students is simply postponed to a later age when the response to intervention is less promising and when the capacity of teachers to intervene effectively is made even more difficult by a weaker knowledge base and limited teacher skill. The consequences of school failure for the student and for society go well beyond the cost to the school, of course.

Behavior Management. Current understanding of early reading problems is the outcome of a sustained research and development effort that has not been undertaken on a similar scale with respect to other learning and behavior problems. In the committee’s view, however, there is enough evidence regarding universal behavior management interventions, behavior screening, and techniques to work with children at risk for behavior problems to better prevent later serious behavior problems. Research results suggest that these interventions can work. However, a large-scale pilot project would provide a firmer foundation of knowledge regarding scaling-up the practices involved.

Recommendation SE.3: The committee recommends that states launch large-scale pilot programs in conjunction with universities or research centers to test the plausibility and productivity of universal behavior management interventions, early behavior screening, and techniques to work with children at risk for behavior problems.

We propose a model for experimentation similar to that proposed for reading:

  • Assessment of the classroom and of noninstructional school settings (hallways, playgrounds) should be made yearly.

  • Behavioral adjustment of all children in grades K-3 should be screened yearly to provide teachers with information regarding individual

The National Academies of Sciences, Engineering, and Medicine
500 Fifth St. N.W. | Washington, D.C. 20001

Copyright © National Academy of Sciences. All rights reserved.
Terms of Use and Privacy Statement