Secondary Interventions: Setting the Foundation for Intensive Support

This module explains (a) the purpose and rationale for secondary interventions as part of a larger multi-tiered system of support, (b) how secondary interventions align with the DBI process, (c) key components that should be in place for effective secondary interventions, and (d) guidance for prioritizing next steps related to improving secondary interventions.

Using Academic Progress Monitoring for Individualized Instructional Planning

This module focuses on academic progress monitoring within the context of the DBI process and addresses (a) approaches and tools for academic progress monitoring, and (b) using progress monitoring data to set goals and make instructional decisions for individual students, including the development and monitoring of individualized education program (IEP) goals.

Monitoring Student Progress for Behavioral Interventions

This module focuses on behavioral progress monitoring within the context of the DBI process and addresses (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.

Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction

This multi-part module is intended to help teams understand how to use progress monitoring and other accessible assessment data to guide instructional decision making. Trainers can select among several presentation sections to best address teams’ needs. Sections include (a) administering progress monitoring measures, (b) graphing data and interpreting patterns in graphed data, (c) conducting miscue and skills analysis in reading and math, and (d) identifying skills to target in reading and math interventions.

Using FBA for Diagnostic Assessment in Behavior

This module serves as an introduction to important concepts and processes for implementing functional behavior assessment (FBA). Key topics include (a) defining FBAs in the context of DBI; (b) basic concepts in behavior, including antecedents, behaviors, and consequences; (c) levels of FBAs; and (d) considerations and procedures for conducting FBAs.

What Do I Do Now? Individualizing Academic Interventions when Standard Approaches Don't Work

This module discusses approaches to intensifying academic interventions for students with severe and persistent learning needs. The module describes how intensification fits into the DBI process, and introduces four categories of intensification practices. It uses examples to illustrate concepts, and provides activities to support development of teams’ understanding of these practices and how they might be used to design effective individualized programs for students with intensive needs.

What Do I Do Now? Individualizing Behavior Interventions when Standard Approaches Don't Work

This module focuses primarily on selecting evidence-based interventions that align with the functions of behavior for students with severe and persistent learning needs. The emphasis of this training will include four main content areas: (a) relating assessment to function, (b) selecting evidence-based interventions that align with the functions of behavior, (c) linking assessment and monitoring, and (d) connecting data with the evidence-based interventions selected. The overarching goal is to connect concepts and theories in behavior and begin planning how intensive intervention can be put into practice to support students with intensive behavioral needs.