In this video, Dr. Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University and Senior Advisor to the National Center on Intensive Intervention, shares advice regarding access to the general education curriculum for students with disabilities.
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DBI Process
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Implementation Guidance and Considerations
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In this video, Ralph P. Ferretti, Professor of Education and Psychological & Brain Sciences at the University of Delaware explain why it is important to consider both the study quality and the study results when determining the evidence base of an intervention.
In this video, Michelle Hosp, Associate Professor in the College of Education at the University of Massachusetts Amherst discusses why your progress monitoring tool may not directly focus on the skills that you are teaching.
Why do we need to ensure we have multiple parallel or equated forms when measuring student progress?
In this video, Lee Branum-Martin, Associate Professor at Georgia State University explains why we need to ensure we have multiple parallel or equated forms when measuring student progress.
In this video, Ellen Reinhardt, MTSS Technical Assistance Provider in Rhode Island and NCII Coach, discusses conditions that are necessary for effective and sustainable implementation of intensive intervention.
In this video, Derrick Bushon, Director of Student Services for Swartz Creek Community Schools, discusses how his district took a systems approach to integrating DBI into schools.
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 things to consider when selecting an academic progress monitoring tool.
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.
In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, addresses this question around research on intensive behavioral interventions.