This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth.

The purpose of this guide is to provide an overview of behavioral progress monitoring and goal setting to inform data-driven decision making within tiered support models and individualized education programs (IEPs).

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. 

In this video, Dr. Steve Goodman, Director of Michigan's Integrated Behavior and Learning Support Initiative, discusses the benefits of embedding intensive intervention within a multi-tiered system of support.

In this video, Lucille Eber, E.D., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network and an NCII Advisory Committee member, discusses the relationship between Tier II and Tier III behavior interventions and whether all kids need to access Tier II prior to Tier III. 

In this video, Dr. Joe Wehby, Senior Advisor to the National Center for Intensive Intervention and Associate Professor in the Vanderbilt University Department of Special Education, discusses the number of data points needed to make decisions for students with intensive behavior needs.