This white paper summarizes the proceedings of a summit that was focused on integrating research knowledge on promising approaches into intensive intervention and implementation to improve academic outcomes for students with disabilities who have severe and persistent learning need. In addition, it includes responses from three participants representing perspectives from policy (David Chard, Wheelock College), research (Nathan Clemens, University of Texas at Austin), and practice (Steve Goodman, Michigan Integrated Behavior and Learning Support Initiative).
Search
Resource Type
DBI Process
Subject
Implementation Guidance and Considerations
Student Population
Audience
Search
The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
In this video, Dr. Catherine Bradshaw, Deputy Director of the John Hopkins Center for the Prevention of Youth Violence and Co-Director of the John Hopkins Center for Prevention and Early Intervention, discusses PBIS, who it works for, and under what conditions it works best.
In this video, Dr. Catherine Bradshaw, Associate Dean for Research for the Curry School of Education at the University of Virginia, Deputy Director of the Johns Hopkins Center for Prevention of Youth Violence, and Co-Director of the Johns Hopkins Center for Prevention and Early Intervention, discusses how PBIS can be combined with other programs, such as social-emotional learning curriculum, to support students.
In this video, Mike Jacobsen, Assessment and Curriculum Director, White River School District in Washington State discusses how their districts planned for and implemented intensive intervention within the districts RTI model.
This webinar describes contextual factors that can support or impede the implementation of intensive intervention.
In this video, Dr. Rebecca Zumeta Edmonds, Co-Director of NCII discusses the role professional development should play when preparing staff to implement a multi-tiered system of supports.