Importing the Scientific Method and Research-Based Practices
Once the assumptions were rethought and a mechanism for matching intensity of services to the nature/severity/durability of problems was in place, attention turned to improving quality of interventions that were carried out in the system. This improvement required importing science into practice at two levels.
The first level is importation of the scientific method in applied practice. A four step, question-driven problem solving process was selected. The process requires practitioners to answer a set of four interrelated questions in working with problems:
- what is the problem?
- why is it happening?
- what are we going to do about it? and
- is what we are doing working?
This addition systematizes practice in a data-based way and requires more stringent measurement and discipline in practice than did the historical special education model. The Heartland problem solving process was created based on much of the same logic as other problem solving processes (e.g., Deno, 1985; Salvia & Ysseldyke, 1989; Kratochwill & Bergan; 1990; Bransford & Stein, 1984; Barlow, Hayes & Nelson, 1984) In sum, problems are objectively defined, observed and measured directly in the natural environment, the problems are analyzed empirically, using techniques derived from the professional literature on problem etiology, hypotheses linking observed performance to assumed causes are created, and interventions are created to "test" whether or not the analysis is accurate. Student progress is monitored to scale intervention effectiveness and to provide feedback to interventionists whether to reanalyze and change the intervention or not. This progress monitoring component of problem-solving practice is extremely important. Problem-solving systems are designed to be self-correcting. Problem solving methodologies do not rely on apriori assumptions regarding what will work with individuals. The assumption made is that the effectiveness of any intervention for any individual cannot be determined prior to implementing that intervention. Thus, whenever interventions are implemented, student performance must be monitored directly and objectively, and adjustments made to interventions based on student performance.
The second way that science-based practice is incorporated to Heartland's problem solving model is through the quest for effective educational strategies. Heartland's problem solving model and practices create a continuously evolving structure for the efficient and timely importation of research-validated educational practices. Because student results are the criterion of excellence in Heartland's system, and ongoing data collection provides ongoing feedback, practitioners in Heartland are continually scanning the professional literature for effective educational practices that can be imported into the problem solving system. Examples of research-based assessment and teaching practices that have been systematically imported into Heartland schools on a broad scale include Curriculum-Based Measurement (Deno & Fuchs, 1987, Shinn,1989; L. Fuchs et al., 1984), Curriculum-Based Evaluation (Howell, 1991), Functional Analysis of Behavior and Positive Behavioral Supports (Iwata et al., 1993; Horner et al., 1993), Direct Instruction (Becker & Carnine, 1980), Peer Assisted Learning Strategies (L. Fuchs et al., 2002), Learning Strategy Instruction (e.g., Bulgren, Schumaker & Deshler, 1988), and Dynamic Indicators of Basic Early Literacy Skills (Good & Kaminski, 2002) to name a few.
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