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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DBI Process
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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.
There are a variety of terms used interchangeably to define special education: specially-designed instruction, Tier 3 supports, and intensive intervention, but, do they mean the same thing? In this presentation, delivered at the 2017 OSEP Leadership Conference, state leaders of special education, David Sienko from the Rhode Island Department of Education and Glenna Gallo, from the Washington State Board of Education – alongside personnel from the National Center on Intensive Intervention – shared perspectives on how special education is defined to espouse commonalities across terminology and services to support students with disabilities. Presentation
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, Mary Randel, a doctoral candidate in Special Education at Michigan State University & NCII Coach for the Swartz Creek School District, addresses the importance of ensuring that students with disabilities have access to supports across the tiers of a tiered frameworks, especially intensive intervention.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Dr. Luann Purcell, Chief Executive Officer of the Council of Administrators of Special Education and NCII Advisor, discusses how special educators can work collaboratively with general education teachers and staff to support students with persistent and severe learning and/or behavioral needs.
In this video, Ellen Reinhardt shares how schools can help to support staff during DBI implementation.
In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.
This worksheet and rubric can be used to collect information about the fidelity of coaching so that this information can be used by coaches and other educators to continuously improve upon how coaching occurs.