This collection highlights a sampling of articles focused on intensive intervention and data-based individualization (DBI). Although there is a wealth of research on key components of the DBI process (e.g., progress monitoring, validated intervention programs), this list is not intended to include articles that focus on specific steps in the DBI process, nor is it an exhaustive review of all available literature. In the list below, we highlight seminal research on DBI and articles published since 2011, when NCII was first funded.
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DBI Process
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Data-based individualization (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. This document introduces and describes the DBI process and how it can be used to support students who require intensive intervention in academics and/or behavior.
NCII, through a collaboration with the University of Connecticut, developed a set of course modules focused on developing educators’ skills in using explicit instruction. These course modules are designed to support faculty and professional development providers with instructing pre-service and in-service educators who are developing and/or refining their implementation of explicit instruction.
This two page handout defines the Taxonomy of Intervention Intensity through guiding questions and highlights when the Taxonomy of Intervention Intensity can be used within the data-based individualization (DBI) process. Teams can use the dimensions to evaluate a current intervention, select a new intervention and intensify interventions when students do not respond.
This webinar introduces the Taxonomy of Intervention Intensity as a method for systematically selecting an intensive intervention and guide teachers through modifying the intervention based on student need.
This webinar demonstrates how the Taxonomy of Intervention Intensity can support educators in systematically selecting and modifying intensive literacy interventions based on student need.
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.
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.
This rubric uses descriptors of the dimensions of the Taxonomy of Intervention Intensity to support teams in selecting and evaluating validated interventions for small groups or individual students.
The Taxonomy of Intervention Intensity (Fuchs, Fuchs, & Malone, 2017) can be used to select or evaluate an intervention platform used as the validated intervention platform or the foundation of the DBI process. It can also be used to guide the adaptation of intensification of an intervention during the intervention adaptation step of the DBI process. The Taxonomy includes the following dimensions: