This webinar provides an overview of a project focused on increasing literacy outcomes using DBI, inclusion, and enhancing individualized education programs.
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DBI Process
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Using DBI to Improve Literacy Outcomes for Students with Intellectual and Developmental Disabilities
In this article, Dr. Jennifer Ledford shares information about single-case design research and how it relates to intensive intervention as well as resources from the Council for Exceptional Children Division for Research (CEC DR).
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.
In this video, Ralph P. Ferretti, Professor of Education and Psychological & Brain Sciences at the University of Delaware explain why it is important to consider both the study quality and the study results when determining the evidence base of an intervention.
In this Voices from the Field post, Emma Shanahan reflects on her experiences with progress monitoring and data-based decision making as a teacher and shares findings from her recent research on DBI professional development.
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.
In Module 3 of the Intensive Intervention in Mathematics Course Content we emphasize the necessity for using evidence-based interventions or strategies as the starting point of instruction within intensive intervention. In this module, educators will learn about: (1) The umbrella term of evidence-based practices and different types of evidence-based practices; (2) Where to locate evidence-based practices; (3) How to design the instructional platform for use within intensive intervention.
This Voices from the Field piece highlights how North Carolina, Oregon, Washington, and Texas have raised awareness, visibility, and statewide knowledge of data-based individualization (DBI) at statewide conferences through keynote speakers, workshops, breakout sessions, and facilitated team time.