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.
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In this video, Dr. Rolland O’Connor, Professor in the Graduate School of Education at the University of California Riverside a member of the NCII Academic Intervention Technical Review Committee, addresses the implications of early reading research for understanding late-emerging reading disabilities, working with students learning English, and preparing teachers to have a strong grounding in the stages of reading development.
In this webinar presenters reviewed the evidence-base behind explicit instruction for students with disabilities and highlighted recently released course content designed to help educators learn how to deliver explicit instruction and review their current practices.
The National Center on Intensive Intervention (NCII) is excited to celebrate 10 years of building capacity at the state, district, school, teacher, and university level to support implementation of intensive intervention. We had a wonderful celebration June 7-9, 2021 hearing from educators, state and local leaders, researchers, professional development providers, and faculty. What amazing and inspiring stories! Thank you to all our presenters and the DBI Champions! View the recordings from the event linked below. Event Overview Time Day 1 (June 7, 2021)
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.
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.
In this video, Nicole Bucka, M.Ed. MTSS Technical Assistance Provider in Rhode Island and NCII Coach, shares considerations for supporting students with intensive behavioral needs at the secondary level.
In this video, Sarah Powell, Assistant Professor in the Department of Special Education at the University of Texas at Austin, discusses key considerations when teaching students with math difficulty.
In this Voices From the Field piece, the National Center on Intensive Intervention (NCII) talks with Amy Campbell. Mrs. Campbell has been teaching special education for 12 years in the Camas School District in southwest Washington state, working with students who experience moderate to profound impact from expressive and receptive communication barriers as well as other disabilities or conditions.
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.