In this overview, Meagan Walsh, M.Ed. introduces the Taxonomy of Intervention Intensity as a method for systematically selecting an intensive intervention and guide teachers through modifying the intervention based on student need. The Taxonomy of Intervention Intensity includes seven dimensions (strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral or academic support, and individualization).
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In this webinar, Meagan Walsh, M.Ed. demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive literacy interventions based on student need. After providing a brief overview of the dimensions for evaluating and building intervention intensity, she shares a detailed case study illustrating how a teacher uses the taxonomy to provide data-based individualized instruction in reading comprehension.
Course Overview NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).
In this webinar, held April 3, 2018, Drs. Amelia Malone and Lynn Fuchs introduce the Taxonomy of Intervention Intensity as a method for systematically selecting an intensive intervention and guide teachers through modifying the intervention based on student need.
This log can be used as a daily and weekly record of the implementation of an individual student’s intensive intervention plan. This information, along with progress monitoring graphs, can inform team intervention and data review meetings. You may choose to supplement the logs with additional items or more detailed intervention notes.
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 training module explains the purpose and rationale for secondary or Tier 2 interventions, (a) as part of a larger multi-tiered system of support (MTSS), and, (b) in laying the groundwork for effective intensive intervention. It also provides a review of the essential elements that should be in place for secondary interventions to function effectively and promote functional intensive interventions.
Data-based individualization (DBI) is a research-based process for individualizing and intensifying interventions through the systematic use of assessment data, validated interventions, and research-based adaptation strategies. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
The purpose of this annotated bibliography is to identify and describe major synthesis studies that have been conducted to date regarding the effectiveness of intervention strategies targeting students with disabilities who have intensive academic or behavioral needs. This annotated bibliography was updated March 2015 to include two new studies.