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Methods for monitoring instruction


NB Language spoken in course is Dutch unless English-speaking students participate


This course is designed to help students develop the knowledge and skills necessary to use data to build effective educational and behavioral programs for students with learning and behavioral difficulties. The course begins with a description of what a problem-solving approach to learning and behavior is, and then explores factors that led to the development of the problem-solving approach. A specific problem-solving model is described ( Response to Intervention/Multi-tiered Systems of Support). The emphasis of the course then turns to development of the skills and techniques needed to implement a problem-solving approach, with a specific focus on the collection and interpretation of data to evaluate the effects of problems-solving efforts. Specific emphasis is placed on problem identification and definition, and evaluation of the effectiveness of interventions. Development of interventions is emphasized in a subsequent course.

Course objectives

By the end of the course, students will:

  • Describe what a problem-solving approach is, and describe the steps to problem solving.

  • Discuss factors leading to the development of a problem-solving approach.

  • Describe a specific problem-solving model, Response to Intervention.

  • Demonstrate mastery of skills necessary to implement a problem-solving model.

  • Implement the steps to a problem-solving approach for one student, including problem identification and definition, formulation of an intervention plan, and development of measurement procedures to evaluate the effectiveness of that plan.

  • Prepare a case report and present it in class.


Mode of instruction


Assessment method

  • Review exam

  • Project


Blackboard will be used.

Reading list

  • Brown-Chidsey, R. & Andren, K.J.(2013). Assessment for intervention: A problem-solving approach (2nd edition). New York: Guilford. Note that paperback version may have date 2015 rather than 2013.

  • Steege, M.W., and T.S. Watson (2009). Conducting School-based Functional Behavioral Assessments A Practitioner's Guide (2nd edition). Guilford Publications.

  • Several articles will be assigned at time of class.



Students need to register for lectures in uSis. It is not possible to take a course without a valid registration. Please consult the course registration website for information on registration periods and further instructions.


Students are not automatically registered for exams. They can register themselves in uSis until 10 calendar days before the exam date at the latest. Students who are not registered will not be permitted to take the exam. More information can be found on the exam registration website.

Contact information

During this course professor Espin holds offices one hour immediately after classes. She can also be reached by email.