The Academic Intervention Taxonomy Briefs provide educators with information they can use to evaluate the appropriateness of academic interventions available on the academic intervention tools chart for a specific student or group of students who require intervention. The information included in the briefs is organized along the seven dimensions of the Taxonomy of Intervention Intensity
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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.
In this video, Rob Horner, Professor of Special Education at the University of Oregon and co-Director of OSEP Technical Assistance Center on PBIS and the OSEP Research and Demonstration Center on School-wide Behavior Support, discusses how data systems can be used within the context of intensive intervention.
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, addresses this question around research on intensive behavioral interventions.
In this video, Dr. Evelyn Johnson, Associate Professor at Boise State University, discusses how data can be used to support eligibility decisions for students with disabilities.
In this video, Sandra Chafouleas, Professor of Educational Psychology in the Neag School of Education at the University of Connecticut, discusses the importance of progress monitoring in behavior and how it differs from screening and diagnostic assessment.
All behavior serves a purpose or function—typically to access or avoid something. Thus, it is important to figure out the function of a student’s behavior to develop a plan with likelihood for success. To help determine function, school teams should start by collecting data on the A, B, Cs of behavior: Antecedent (A): anything that happens immediately before the behavior occurs Behavior (B): the action a student demonstrates that can be clearly defined and measured Consequence (C): any event (positive or negative) that occurs after a student demonstrates a behavior Once the function is determined, strategies or interventions can be put into place.
Module 2 of the Intensive Intervention in Mathematics Course Content focuses on the assessment components of intensive intervention. We provide an overview of assessments before diving into instruction in order to stress the importance that intensive intervention cannot occur without adequate assessments in place.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Laura Hamby and Ann Jolly from the Exceptional Children department in Charlotte-Mecklenburg Schools about how they have addressed teaching and learning challenges related to COVID-19 restrictions. Laura and Ann share their early approaches and successes in ensuring that special educators and their students are supported during school closures.
With the closure of schools due to the COVID-19 pandemic, educators and administrators need to rethink how they collect and analyze progress monitoring data in a virtual setting. This collection of frequently asked questions is intended to provide a starting place for consideration.