Essentials of Planning, Selecting, and Tailoring Interventions for Unique Learners

OneA Systematic Method of Analyzing Assessment Results for Tailoring Interventions (SMAARTI)

Jennifer T. Mascolo

Dawn P. Flanagan

Vincent C. Alfonso

The term intervention is one that is familiar to anyone working in a school system. Adjectives such as research-based and evidence-based when placed in front of this term elevate it to an indubitable status. This is primarily because these descriptors suggest that the intervention was subjected to a rigorous evaluation and was found to be effective, meaning that when implemented with fidelity, it leads to positive outcomes (e.g., Cooney, Huser, Small, & O'Connor, 2007; Flanagan & Alfonso, 2011).

Not surprisingly, then, evidence-based interventions are often the ones that are used first in either general or specialized instructional settings as compared to those interventions and techniques without such support. In general, it is incumbent upon practitioners to use evidence-based interventions with students who struggle academically. It is also prudent to use comprehensive interventions that can meet students' multiple manifest academic difficulties (e.g., remedial reading programs that contain the five essential components of reading; Feifer, 2011). However, it is clear from the literature that despite their overt relevancy, not all comprehensive, evidence-based interventions address the academic needs of every student effectively (e.g., Della Tofallo, 2010; Hale, Wycoff, & Fiorello, 2011).

In a tiered service delivery model, interventions ...