This brief reviews provides considerations for creating readiness to implement DBI to support successful implementation and scale-up in schools.
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DBI Process
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Implementation Guidance and Considerations
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Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities
This webinar provides an overview of a project focused on increasing literacy outcomes using DBI, inclusion, and enhancing individualized education programs.
This webinar discusses strategies to help teacher education faculty integrate the principles of intensive intervention within undergraduate and graduate-level programs for aspiring and current teachers.
This webinar illustrates considerations for implementing data-based individualization (DBI) with English Learners that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
This webinar shared an overview of how social emotional learning (SEL) relates to intensive intervention and offer sample strategies and resources for building social and emotional competencies for students in need of intensive learning, social, emotional, or behavioral supports.
To support English Learners (ELs) with intensive intervention needs it is important to (a) deliver instruction that represents culturally and linguistically sustaining best practices, and (b) distinguish the needs and assets of learners to improve progress (i.e., second-language acquisition, culture, learning challenges). This brief illustrates considerations for implementing data-based individualization (DBI) with ELs that accounts for their unique academic, social, behavioral, linguistic, and cultural experiences, assets, and needs.
Special education teachers must have the skills to design and deliver intensive interventions for students with severe and persistent learning and behavioral needs. To ensure effective instruction for these students, preservice preparation programs must provide their teacher candidates with opportunities to learn, apply, and practice intensive intervention skills. Teacher preparation faculty play a critical role in ensuring the next generation of teachers have these opportunities.
During fall 2020, educators provided virtual, in-person, and hybrid intervention with an ongoing need to engage with and support parents and families. Although the context and environment may have changed, the focus on providing high-quality interventions with validated practices, monitoring student progress, and adapting and intensifying supports based on student data as outlined in the data-based individualization (DBI) process continues to be applicable across virtual, in-person, or hybrid models. This document presents considerations for implementing DBI in light of COVID-19 with an emphasis on delivery in virtual settings.
NCII partnered with Project STAIR (Supporting Teaching of Algebra: Individual Readiness) to host a series of three webinars focused on implementing data-based individualization (DBI) with a focus on mathematics during COVID-19 restrictions.
This collection highlights a sampling of articles focused on intensive intervention and data-based individualization (DBI). Although there is a wealth of research on key components of the DBI process (e.g., progress monitoring, validated intervention programs), this list is not intended to include articles that focus on specific steps in the DBI process, nor is it an exhaustive review of all available literature. In the list below, we highlight seminal research on DBI and articles published since 2011, when NCII was first funded.