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DBI Training Series
This series of training modules developed by the National Center on Intensive Intervention (NCII) is aimed at 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. Each module is intended as a component of comprehensive professional development that includes supplemental coaching and ongoing support. The modules should be delivered by a trained, knowledgeable professional. Presentation slides or videos, handouts, and a coaching guide with suggested coaching activities are provided.
Prior to beginning the series numbered 1-8 below, it may be helpful to use the Getting Ready to Implement Intensive Intervention: Infrastructure for Data-Based Individualization module. This module is intended to help teams understand what is involved in preparing for DBI implementation, determine their readiness, and develop an action plan.
1) Introduction to Data-Based Individualization (DBI): Considerations for Implementation in Academics and Behavior
This module provides a rationale for intensive intervention and an overview of DBI, NCII’s approach to intensive intervention. DBI is a research-based process for individualizing validated interventions through the systematic use of assessment data to determine when and how to intensify intervention. Two case studies, one academic and one behavioral, are used to illustrate the process, highlighting considerations for implementation.
This module focuses on academic progress monitoring within the context of the DBI process and addresses: (a) approaches and tools for academic progress monitoring, and (b) using progress monitoring data to make instructional decisions for individual students.
This module focuses on behavioral progress monitoring within the context of the DBI process and addresses: (a) methods available for behavioral progress monitoring, including but not limited to Direct Behavior Rating (DBR), and (b) using progress monitoring data to make decisions about behavioral interventions.
This module explains: (a) the purpose and rationale for secondary interventions as part of a larger multi-tiered system of support, (b) how secondary interventions fit into the DBI process, (c) key components that should be in place for effective secondary interventions, and (d) guidance for prioritizing next steps related to improving secondary interventions.
This module is intended to help teams understand how to use progress monitoring and other accessible assessment data to guide instructional decision making. Trainers can select among several presentation sections to best address teams’ needs. Sections include (a) administering progress monitoring measures, (b) graphing data and reviewing graphed data, (c) conducting miscue and skills analysis in reading and math, and (d) identifying skills to target in reading and math interventions.
This module serves as an introduction to important concepts and processes for implementing functional behavior assessment (FBA). Key topics include (a) defining FBAs in the context of DBI; (b) basic concepts in behavior, including antecedents, behaviors, and consequences; (c) levels of FBAs; and (d) considerations and procedures for conducting FBAs.
This module discusses approaches to intensifying academic interventions for students with severe and persistent learning needs. The module describes how intensification fits into DBI process, and introduces four categories of intensification practices. It uses examples to illustrate concepts and provides activities to support development of teams’ understanding of these practices, and how they might be used to design effective individualized programs for students with intensive needs.
This module focuses primarily on selecting evidence-based interventions that align with the functions of behavior for students with severe and persistent learning needs. The emphasis of this training will include four main content areas: (a) relating assessment to function, (b) selecting evidence-based interventions that align with functions of behavior, (c) linking assessment and monitoring and (d) connecting data with the evidence-based interventions selected. The overarching goal is to connect concepts and theories in behavior and begin planning how intensive intervention can be put into practice to support students with intensive behavioral needs.
View these archived webinars to learn more about DBI.
- An Introduction to Intensive Intervention
- Intensifying Interventions for Struggling Students through Data-Based Individualization in Academics
- Providing Intensive Intervention using Data-Based Individualization in Behavior
- Support Systems for Intense Behaviors: Conducting a School-wide Needs Assessment
- Using Academic Progress Monitoring for Individualized Instructional Planning
- Monitoring Student Progress for Behavioral Interventions
- Using Secondary Interventions to Set the Foundation for Effective Intensive Intervention
- Selecting Evidence-Based Tools for Implementing Intensive Intervention
- Direct Behavior Rating Overview
- Data Rich, Information Poor? Making Sense of Progress Monitoring Data to Guide Intervention Decisions
- So What do I do Now? Strategies for Intensifying Intervention when Standard Approaches Don’t Work