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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In this video, Dr. Chris Riley-Tillman a Professor at the University of Missouri and NCII Senior Advisor, discusses the research behind Direct Behavior Rating or DBR and its utility as a progress monitoring measure for behavior.
In this video, Dr. Sharon Vaughn, Senior Advisor to the National Center on Intensive Intervention and the Executive Director of The Meadows Center for Preventing Educational Risk, discusses intensive academic interventions and supplies up to date information about the status of research studies on the subject.
In this video, Dr. Devin Kearns, an Assistant Professor of Special Education in the Department of Education Psychology at the Neag School of Education at the University of Connecticut and NCII Trainer & Coach, discusses importance of consistency when selecting, administering, and scoring progress monitoring tools.
In this video, Dr. Lynn Fuchs, Nicholas Hobbs Professor of Special Education and Human Development at Vanderbilt University and Senior Advisor to the National Center on Intensive Intervention, shares advice about selecting and using progress monitoring measures to support intensive intervention.
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.
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 video, John M. Hintze, Professor in the Department of Student Development at the University of Massachusetts Amherst explains why it is important to consider whether an assessment is biased against a specific sub-group.
Monitoring Student Progress for Behavioral Interventions (DBI Professional Learning Series Module 3)
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.
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.