This webinar shares how to set ambitious behavioral goals for students by using a valid, reliable progress monitoring measure, and how to write measurable and realistic goals focused on the replacement behavior.
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DBI Process
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Implementation Guidance and Considerations
Student Population
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The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).
Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.
The Taxonomy of Intervention Intensity (Fuchs, Fuchs, & Malone, 2017) can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process. The Taxonomy includes the following dimensions:
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