Troubleshooting Behavioral Interventions: A Systematic Process for Finding and Eliminating Problems

Abstract

This article describes a systematic process for finding and resolving problems with classroom-based behavioral interventions in schools. Described is a step-by-step process for identifying and resolving issues that reduce intervention effectiveness. The article is organized around the Behavioral Intervention Troubleshooter, which is a checklist focusing on four major domains: (a) problem definition and monitoring, (b) fundamentals of classroom instruction and behavior management, (c) intervention integrity, and (d) intervention design. For each of these four sections, probable outcomes derived from use of the checklist are described. For each outcome, suggestions are provided for elimination or resolution of the problem to increase intervention effectiveness. Finally, each section begins with a brief literature review describing the evidence base for the recommended practices.

Additional information

Notes on contributors

Joseph C. Witt

For 20 years Joe Witt has been actively pursuing answers to questions about how professionals in schools can work together to prevent and remediate problems. This pursuit has led him to publish approximately 100 papers and 12 books and he was named as one of the top 10 most influential writers in special education. The source of his writing for the last 10 years has been his work with the STEEP process (Screening to Enhance Equitable Placement in special education), which provides direct services to schools to enhance achievement for all children, reduce the need for special education, and improve disproportionality and other associated issues. Through the collaboration with teachers and other professionals around the country, he has worked to develop strategies that are evidence-based, have face validity, and are practical for use in classrooms yet maintain their connection to the effective schools literature. In turn, this work has been acknowledged externally and Dr. Witt has received recognition in the form of Editor of School Psychology Quarterly, Editor of Guilford School Practitioner Book Series, Associate Editor of the Buros Mental Measurements Yearbook and School Psychology Review, and the receipt of over 50 externally funded grants and research contracts.

Amanda M. VanDerHeyden

Amanda M. VanDerHeyden, PhD, is a researcher and consultant in Vail Unified School District in Tucson, Arizona, and is also affiliated with the Early Intervention Institute at Louisiana State University Health Sciences Center in New Orleans, Louisiana. While completing her doctorate at Louisiana State University with Joe Witt, Amanda helped to develop and pilot the STEEP model in several districts in Louisiana. She has used and has trained others to use the STEEP model in several districts during the last 6 years. She has written several articles and book chapters based upon her work with the STEEP model. She is currently working in a district where STEEP is being used to address district-wide achievement problems in math. Her research interests include applied behavior analysis in educational settings and early intervention. She serves on the editorial boards for Journal of Early Intervention and Journal of Behavioral Education.

Donna Gilbertson

Donna Gilbertson, PhD, is currently an Assistant Professor in the Department of Psychology at Utah State University. Her research focuses on effective service delivery models for English-language learners who may be at risk for serious learning or behavioral problems, functional assessment, assessment and intervention for victims of bullying, and consultation.