Ripple Effects software is predicated on the theory that one of the greatest points of leverage to increase school achievement in general, and language arts and reading in particular, is the student’s own social-emotional experience and competencies (Zins et al, Weisberg 2004). The particular approach that Ripple Effects takes to maximize that leverage represents a synthesis of theory from three major disciplines: prevention science; education; and technology.

Prevention science provides compelling evidence of the role of risk and protective factors on student achievement, engagement, and anti-social  behavior, (Hawkins et al). Researchers have also identified effective interventions to address specific risk factors (Rones & Hoagwood, 2000; Burns & Hoagwood, 2002; Greenberg et al 1999; Gottfredson, 2002, Wilson & Lipsey et al, 2007).  They have identified social-emotional capacities often called internal assets or resiliency components that are key factors in mitigating risk factors and promoting school achievement (Benard). They have identified effective strategies for developing these capacities.  Of those strategies that target individual students directly, the most effective include cognitive, behavioral, social skill, and counselling modalities (Wilson & LIpsey, 2007), and affective development. Ripple Effects content library in the student training software includes all of these.

From education theory Ripple Effects software incorporates these concepts of learning that are consistent with brain research: learners are agents rather than objects of learning; emotion is a part of every learning experience; personal experience is the base of all further learning (Dewey); problem solving is an innate “biological imperative” and the key to intrinsic motivation; language is the primary mediator of meaning (Vgotsky). Ripple Effects also incorporates evidence about effectiveness of specific instructional methods for specific goals, including;  case studies, story, behavioral training, modeling, rehearsal, transfer training, journaling , feedback and ongoing assessment. Ripple Effects also incorporates the concept of scaffolding, as method to gradually increase competence. Ripple Effects recognizes that education is not only a pedagogical, but also an equity issue. It includes culturally competent instruction and modeling.  The Learning Platform is designed to be accessible to ELL, students with short attention span, dyslexic and hearing impaired students.

     From the field of technology theory and research, Ripple Effects has incorporated and applied theories about: universal instructional design. In particular, it incorporates Multiple means of representation to give learners various ways of acquiring information and knowledge, Multiple means of expression to provide learners alternatives for demonstrating what they know, and, Multiple means of engagement to tap into learners' interests, challenge them appropriately, and motivate them to learn(CAST, 2008). Expert systems, in particular the creation of multiple, non-linear, logic pathways and a hyperlink system that enables more than a billion combinations, provide the capacity to match individual student need to the precise set of best practices most relevant to addressing it, effective multi-media presentation (short, engaging, close up), data management systems that include protections for privacy and transparent reporting of use and impact.

A thorough, annotated description of the conceptual frameworks of Ripple Effects can be found in the 150 page monograph, “From Multidisciplinary Theory to Multimedia Applications: The Conceptual Framework of Ripple Effects Whole Spectrum Intervention System (Ray, 2009).