Level System Use in Special Education: Classroom Intervention with Prima Facie Appeal

Abstract

Abundant descriptive literature exists regarding the use of level systems in classrooms for students with significant behavior problems. Despite this abundance, only prima facie evidence as to its efficiency and power to significantly change behavior has been offered. That is, little empirical data have been available to guide the design, development, and implementation of level systems. This article presents a chronicle of the development of level systems and examines assumptions underlying their concepts and components. The discussion leads to a set of recommendations to help guide future research into the design and implementation of level systems.