The Classroom Learning Screening (CLS) as a Behavior Analytic Tool for Educational Equity: A Call to Action
Swap one long norm-referenced test for 10 short curriculum probes to catch academic trouble early without cultural bias.
01Research in Context
What this study did
Van et al. (2025) wrote a position paper. They argue for a 10-day Classroom Learning Screening (CLS).
The CLS uses short reading, math, and spelling probes. Teachers give them in class.
The goal is to spot early academic risk. The authors say this beats biased norm-referenced tests.
What they found
This is a call to action, not an experiment. No new data are shown.
The paper claims repeated curriculum-based probes give fairer, faster warning signs.
How this fits with other research
De Kegel et al. (2016) found the Child Behavior Checklist (CBCL) poorly screens for autism. It flags too many false positives. Van et al. use this flaw to argue norm-referenced tools are biased and should be replaced by CLS.
So et al. (2013) seems to disagree. Their 10-item CBCL/TRF scale ruled out ASD with 95 % accuracy in mainstream schools. The difference: Pety studied already-referred kids, while CLS targets general-education early risk. Populations differ, so both papers can be right.
Farrant et al. (1998) and Fisher et al. (2003) showed teachers can run classroom assessments to guide interventions. CLS extends this idea into brief academic probes for equity.
Why it matters
You can start using 2-minute curriculum probes tomorrow. Pick one reading, one math, and one spelling task. Give each child the same quick sheet on Monday and Friday for two weeks. Watch who stays flat while peers rise. That flat line is your equity flag—step in before the gap widens.
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02At a glance
03Original abstract
Abstract Traditional assessments often perpetuate systemic inequities through biased norms and culturally misaligned practices. The Classroom Learning Screening (CLS), developed in 1981 by Kunzelmann and Koenig, offers a behavior analytic alternative grounded in direct, repeated measurement of frequency or rate. The current paper introduces CLS as both a practical tool and a form of ethical advocacy for educational equity. We outline the limitations of conventional norm-referenced assessments, demonstrate how CLS promotes equity through self-referenced, curriculum-based data collection, and suggest systematic steps for implementing and evaluating CLS in contemporary educational settings. Designed to identify early academic risk through continuous progress monitoring, CLS uses 10 days of brief, curriculum-aligned probes in reading, math, and spelling, helping educators detect and address learning difficulties before formal special education referrals become necessary. Through systematic replication studies and policy advocacy, we call on behavior analysts to revisit assessments such as the CLS as a fair, functional, and timely assessment method that can reduce educational inequities.
Behavior and Social Issues, 2025 · doi:10.1007/s42822-025-00228-2