NCII was featured in the Midwest Symposium for Leadership in Behavior Disorders ReThinking Behavior Winter 2023 Issue. The article reviews the data-based individualization (DBI) process and highlights resources to support implementation that are available on the NCII website.
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DBI Process
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The first module in the Intensive Intervention Math Course Content focuses on the mathematics content necessary to include within intensive intervention. This includes matching decisions about instruction and assessment to the mathematics content.
In this Voices from the Field video, Dr. Jason Harlacher and Veronica Fielder share CDE’s process for developing virtual learning modules on DBI and their strategies for ensuring the modules are accessible to educators.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses the importance of making changes in a systematic way when adapting interventions for students with intensive needs.
Research tells us that ongoing coaching is essential for achieving practice change. And without ongoing coaching and practice opportunities, professional development is highly unlikely to lead to increased knowledge and skills to implement a new practice soundly. This rings especially true for complex processes like data-based individualization (DBI). DBI requires that educators commit to engaging in the iterative process of providing intervention, analyzing progress monitoring data, and making data-based decisions to adapt and individualize interventions when needed. To help schools effectively implement DBI, ongoing implementation support in the form of coaching that provides opportunities to learn critical information, apply and receive feedback, and troubleshoot problems when they occur is essential.
This module provides foundational knowledge of what behavior is, how behavior is defined, and what environmental factors influence behavior.
Parents and families are critical partners in supporting students with intensive academic and behavioral needs. It is important to recognize that every parent and family member is different, with varying levels of knowledge and comfort with school; they may not consider their involvement in the school in the same way that the school perceives it. As a result, our approach to parent and family engagement should be differentiated. It is important to: share information about the school’s approach to multi-tiered systems of support (MTSS) and data-based individualization (DBI) to ensure that families have an understanding of the process, ask parents and families for information about their child, and invite them to be a part of the process as relevant.
Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities
This webinar provides an overview of a project focused on increasing literacy outcomes using DBI, inclusion, and enhancing individualized education programs.
In this video, Nicole Bucka, NCII coach and MTSS professional development provider for Rhode Island discuss lessons learned from implementing intensive intervention at the middle and secondary level.
This audio story shares New York City's DBI implementation approach, successes, and lessons learned about sustainability
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