Are you confused about how to support the social-behavioral needs of your learners as you return to school this fall? How can you ensure that all students, including those with intensive needs, have access to instruction regardless of virtual, in-person, or hybrid learning? In this webinar, Dr. Teri Marx and Stacy Hirt from the National Center on Intensive Intervention and Dr. Leanne Hawken, Professor Emeritus in the Department of Special Education at the University of Utah, highlight strategies schools should consider in relationship to their implementation of social-behavioral supports across the continuum of tiers in a multi-tiered system of support framework as they return to school during COVID-19 restrictions.
In this webinar held September 12, 2018, Dr. Kathleen Lane and Amy Peterson, explore current practices on behavioral screening within the context of a tiered system of support and provide an overview of NCII’s new behavior screening tools chart.
NCII presented a strand at Center for Exceptional Children (CEC) 2015 Convention and Expo. The strand, "How Can We Make Intensive Intervention Happen? Considerations for Knowledge Development, Implementation, and Policy," address the range of issues schools and districts encounter as they attempt to implement intensive intervention—knowledge and skills, systems to support and evaluate implementation, and policy context.
NCII presented a featured session at the National Association of School Psychologists (NASP) 2015 Annual Convention. Presenters included Dr. Lou Danielson, Dr. Chris Riley-Tillman, and Dr. Lee Kern. The session (1) shares the importance of tertiary or intensive intervention (2) describes data-based individualization (DBI), a process for adapting academic and behavioral interventions to meet individual needs, (3) provides a behavioral case example, (4) discusses lessons learned from NCII's technical assistance with schools and districts, (5) shares resources available from NCII.
NCII presented a Strand at CEC 2014 Convention and Expo focused on intensive intervention. The Strand Using Intensive Intervention to Meet the Academic and Behavior Needs of Struggling Learners provided participants with an overview of how principles of intensive intervention may be applied to students with severe and persistent learning needs across reading, mathematics, and behavior. The Strand included three content-oriented sessions focused on reading, mathematics, and behavior and one panel session covering common implementation issues associated with provision of intensive services
This webinar, presented by Dr. Erica Lembke, Nicole Bucka, and Dr. Gail Chan, 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 intended to support teachers working with students with primary academic deficits and challenging behaviors.
This webinar presented by Dr. Lori Newcomer, provides an overview of the key features of behavioral support systems and walked through a “Needs Assessment” document that can be used in various ways (self-assessment, interview, etc..) to examine a school’s behavioral support system and target areas for improvement.
This webinar, led by Dr. Rob Horner, described school-wide systems of early literacy and behavior support, which have been successfully used in over 10,000 elementary and middle schools. Data was presented on the impact of investing in preventive behavior support on both social and literacy outcomes. The topics discussed included the core features of tiered behavioral intervention systems as well as examples of strategies and implementation in elementary and middle schools.