In this video, Derrick Bushon, Special Education Director for Swartz Creek Community Schools, shares lessons learned from implementing DBI at the district level.
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DBI Process
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In this video, Michele Walden-Doppke, M.A., CAGS, Response to Intervention (RTI) Technical Assistance Provider with Northern Rhode Island Collaborative for Rhode Island Department of Education (RIDE) and NCII Coach in Coventry Public Schools discusses infrastructure elements that support the implementation of intensive intervention.
Teams are a vital part of an effective multi-tiered system of supports (MTSS) across both academics and behavior as well as special education. Making connections across the across the various teams used in MTSS and special education can be challenging. This resource from NCII and the PBIS Center, provides information about how DBI can support IEP implementation and provides a table with key considerations for teams working across the MTSS system.
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.
This question bank includes questions that teams can use to develop a hypothesis about why an individual or group of students may not be responding to an intervention. The hypothesis should help guide intervention planning and selection of intensification strategies using the Intervention Intensification Strategy Checklist. When developing a hypothesis, teams should consider the intervention design, fidelity of implementation, and learner needs. Intervention fidelity data collected using the Student Intervention Implementation Log and informal diagnostic data may help teams answer the questions included in the question bank.
In this video, Ellen Reinhardt shares how schools can help to support staff during DBI implementation.
This webinar describes contextual factors that can support or impede the implementation of intensive intervention.
The purpose of this document is to provide an overview of the Center’s accomplishments and to highlight a set of lessons learned from the 26 schools that implemented intensive intervention while receiving technical support from the Center.
In this video, Dr. Catherine Bradshaw, Deputy Director of the John Hopkins Center for the Prevention of Youth Violence and Co-Director of the John Hopkins Center for Prevention and Early Intervention, discusses PBIS, who it works for, and under what conditions it works best.
In this video, Lucille Eber, E.D.., Statewide Coordinator of Illinois’ Emotional and Behavioral Disabilities (EBD) Network, discusses how behavioral support staff can assist and collaborate with general education teachers to support students with intensive behavioral needs.