This module discusses approaches to intensifying academic interventions for students with severe and persistent learning needs. The module describes how intensification fits into 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.
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Implementation Guidance and Considerations
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This module focuses primarily on selecting evidence-based interventions that align with the functions of behavior for students with severe and persistent learning and behavior 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 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.
This series of videos provides brief instructional examples for supporting students who need intensive instruction in the area of place value. Within college- and career-ready standards place value is taught in Kindergarten through Grade 5. These videos may be used as each concept is introduced, or with students in higher grade levels who continue to struggle with the concepts. Special education teachers, math interventionists, and others working with struggling students may find these videos helpful.
This video illustrates how to use the traditional addition algorithm with regrouping.
This video illustrates the use of manipulatives to help students practice solving story problems that require the use of counting skills such as correspondence, cardinality, and counting on. When students practice solving story problems with manipulatives, they are able to apply mathematics skills, such as counting, in a real-world context. The application of strategies and skills in a real-world context makes learned mathematics knowledge meaningful.
This video illustrates the use of an efficient counting on strategy that students may practice to solve simple addition problems without the use of manipulatives. When students use a counting on strategy to solve an addition problem, they must be able to hold one number in working memory; however, an important working memory strategy to teach students and allow students to practice includes using fingers to track counting. Counting on is an efficient strategy that students may use to quickly determine the solution to an addition problem. With enough practice opportunities students will soon be able to perform simple arithmetic without the use of working memory strategies such as finger counting.
This video illustrates the use of an efficient counting on strategy that students may practice to solve simple subtraction problems without the use of manipulatives.
In this video, Mary Little, Professor and Program Coordinator of the Department of Child, Family, and Community Services at the University of Central Florida discusses why data and data-based decision making such a critical part of instruction and intervention.
This video describes how to use the partial differences strategy to solve multi-digit subtraction.
This video illustrates how to use the traditional algorithm to solve subtraction with regrouping. The traditional algorithm focuses on digit placement and requires that students move right to left to correctly perform the operation. Before students are introduced to the standard addition algorithm, it is important that they have a conceptual understanding of regrouping. This will allow students to correctly use the algorithm when they exchange 10 ones in the ones place value column with 1 ten in the tens place value column. It is important for students to know and understand how to use the traditional algorithm because it is an efficient strategy to use if regrouping is required, when numbers have varying numbers of digits, and when the numbers included are too large to reasonably use other strategies (e.g., partial differences can become confusing for students who do not understand negative integers).