This is part 4 of the module, “Informal Academic Diagnostic Assessment: Using Data to Guide Intensive Instruction.” This part of the module is intended to provide participants with guidance for identifying skills to target in reading and math interventions.
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DBI Process
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Implementation Guidance and Considerations
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This module serves as an introduction to important concepts and processes for implementing functional behavior assessment (FBA), including behavior basics such as reinforcement and punishment. Throughout this module, participants will discuss both real world and school based examples to become familiar with the FBA process and develop a deeper understanding and awareness of the functions of the behavior. Key topics include (a) defining FBAs in the context of DBI; (b) basic concepts in behavior, including antecedents, behaviors, and consequences; (c) levels of FBAs; and (d) considerations and procedures for conducting FBAs.
This report presents findings from an exploratory study of how five high-performing districts, which we refer to as NCII’s knowledge development sites, defined and implemented intensive intervention. The findings offer lessons that other schools and districts can use when planning for, implementing and working to sustain their own initiatives to provide intensive intervention for students with the most severe and persistent learning and/or behavioral needs.
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, 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.