The consequences of the current organization of services is the inefficient use of funds, uncoordinated programs, curricular discontinuity, and limited generalization of effects across settings. Most analyses of DMP have focused on testing and placement processes. By implementing these changes, Iowa psychologists who practice in schools are creating a revolution in school psychology. Techniques increasingly involve the use of direct and frequent measures of behaviors to gather information in natural environments. These measures help define problems, establish intervention goals, monitor progress, and evaluate outcomes.
Problem solving is an essential component of Iowa system reform.
Problem solving in our applications involves precisely defined problems, direct measures of behavior, pre-intervention data collection, intentional application of instructional design and behavioral change principles, frequent progress monitoring with program changes as needed, and evaluation of outcomes through comparisons to initial levels of performance. The marriage of instructional design principles with behavioral intervention technologies has produced impressive outcomes for students. Although there is a solid knowledge base for assessment and intervention, the remedial programs for most children and youth do not apply to all, or even most, of this knowledge base. The most important goal in Iowa system reform is the improved application of the available knowledge on assessment, instruction, learning, and behavior change. Improvements in applications are facilitated by the movement toward non-categorical classification and the integration of diverse programs intended to serve children and youth.