In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Near School of Education at the University of Connecticut and NCII Trainer & Coach, discusses considerations for progress monitoring.
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DBI Process
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Implementation Guidance and Considerations
Student Population
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In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses the important considerations when selecting behavioral progress monitoring tools.
This webinar addresses a challenge faced by many teachers: feeling inundated by data while struggling to find useful information to guide intervention decision-making
In this video, Michelle Hosp, Associate Professor in the College of Education at the University of Massachusetts Amherst discusses why your progress monitoring tool may not directly focus on the skills that you are teaching.
This webinar discusses the integrated relationship between academics and behavior, reviews a case study example using DBI to provide individualized integrated academic and behavioral support based on student need, and shares behavioral strategies.
This webinar describes contextual factors that can support or impede the implementation of intensive intervention.
In this video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses things to consider when selecting an academic progress monitoring tool.
Why do we need to ensure we have multiple parallel or equated forms when measuring student progress?
In this video, Lee Branum-Martin, Associate Professor at Georgia State University explains why we need to ensure we have multiple parallel or equated forms when measuring student progress.
In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.