DBI Professional Learning Series

This module is intended to help teams understand what is involved in preparing for DBI implementation, determining their readiness, and developing an action plan.


This module provides a rationale for intensive intervention and an overview of DBI, NCII’s approach to intensive intervention. Two case studies, one academic and one behavioral, are used to illustrate the process, highlighting considerations for implementation.

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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.


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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.


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.


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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.


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.


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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.


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.


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Flowchart depicting the steps in DBI. 1. Validated Intervention Program 2. Progress Monitor. If responsive, go back to Progress Monitor. If unresponsive move to step 3. Diagnostic Assessment/Functional Behavior Assessment. 4. Intervention Adaptation. 5. Progress Monitor. If responsive, go back to Progress Monitor. If unresponsive go back to step 3.