Using multiple data sources, the teacher or team makes a decision to adapt the intervention program to better meet the student’s individual needs. The teacher or team outlines these adaptations in an individual student plan. The plan may include adaptation strategies along several dimensions. These strategies may include quantitative changes, such as providing more opportunities for a student to respond by increasing the length or frequency of the intervention, or decreasing the size of the intervention group.
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When a student fails to respond to a validated intervention, teams need to identify why the student is not responding to determine how to adapt the intervention. Diagnostic data can assist teams in this process. They may be used to understand a student’s specific skill deficits and strengths or to identify the environmental events that predict and maintain the student’s problem behavior.
Successful implementation of intensive intervention using data-based individualization (DBI) is more likely to occur in schools that have a well-functioning tiered system of support, commonly called a multi-tiered system of supports (MTSS), response to intervention (RTI), or positive behavioral interventions and supports (PBIS), depending on your location and area of focus. Intensive intervention is considered the most intense level of intervention and also may be known as Tier 3.
These professional learning training materials are intended to assist district or school teams involved in initial planning or implementation of data-based individualization (DBI) as a framework for providing intensive intervention in academics and behavior. The modules listed below provide an overview of the DBI process and more in-depth exploration of the various components of DBI.
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. DBI is the technical term for what many good teachers do naturally through the problem solving process: frequently review student data and make changes to their teaching based on what works for students. DBI, however, makes this process systematic, explicit, and tailored to meet the needs of individual students through a multi-step process that gradually intensifies instruction and support.