Module 6 is the second in a set of four course modules focused on explicit instruction. This module introduces the concept of supporting practices necessary for successful implementation of explicit instruction. The module introduces how to use effective methods to elicit frequent responses. Throughout the module, educators will learn how eliciting frequent responses support instruction within the DBI framework.
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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).
What is an evidence-based practice? How do I know if evidence shows that a practice will be right for my students? Many practitioners ask these critical questions every day as they are faced with making decisions regarding how to best meet the needs of their students.
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.
This module focuses on intervention programs in reading, including how they support students and teachers and how to evaluate intervention program materials and research evidence.
In this video, Dr. Chris Riley-Tillman, a Professor at the University of Missouri and NCII Senior Advisor, discusses how evidence-based practices, instruction, and intervention change as academic and behavior needs become more severe.
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.
This module is designed for interventionists, special educators, and general educators to review instructional strategies that students with mathematics difficulties need to be successful in both core instruction and intervention. Students with mathematics difficulties may make progress in intervention but still struggle in core because there is often not a bridge or support to show how the intervention connects to core. This module addresses these needs and identifies how all teachers need to support generalization and build upon mathematics trajectories for students to be successful.
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 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.