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.
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.
Progress monitoring, a key component of a multi-tiered system of support (MTSS), occurs throughout the data-based individualization (DBI) process to assess responsiveness to the validated intervention platform, as well as adaptations to the intervention. Prior to delivering the validated intervention platform, intervention teams should develop a progress monitoring plan that outlines the progress monitoring tool, student goal, and frequency of data collection and review. During delivery of the validated and adapted intervention, educators should collect and graph frequent progress monitoring data.
NCII’s Online Learning Modules & Course Content Self-Paced Module: Introduction to Intensive Intervention This module provides the foundational information for users interested in learning more about intensive intervention and DBI. The module defines intensive intervention and DBI, describes how intensive intervention fits within a tiered system such as MTSS, RTI, or PBIS, demonstrates how intensive intervention can provide a systemic process to deliver specialized instruction for students with disabilities, and provides two case examples to allow viewers to apply new knowledge.
Fidelity refers to how closely prescribed procedures are followed and, in the context of schools, the degree to which educators implement programs, assessments, and implementation plans the way they were intended. When we implement interventions and assessments with fidelity, intervention teams can make more accurate decisions about an individual student’s progress and future intervention needs. In addition, fidelity of implementation to the data-based individualization (DBI) process as a whole, across multiple students in a school, helps to ensure that staff have the necessary resources and processes in place to support strong implementation for individual students. The following tools assess and support fidelity of DBI implementation at the school, interventionist, and student levels.
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.
This series of professional learning modules 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.
Successfully implementing intensive intervention using the data-based individualization (DBI) process demands multiple components and structures of support, including strong leadership support, examining current capacity and readiness, ongoing professional learning made up of training and coaching, development of efficient and effective procedures and intervention plans, ongoing evaluation and review of implementation to inform continuous improvement, and engagement of parents and families as partners in the work. This section of the website includes tools and resources to support effective implementation of DBI.
The DBI process builds on a validated intervention program. This may also be called an evidence-based standard-protocol intervention or a Tier 2 intervention.
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.