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.
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All behavior serves a purpose or function—typically to access or avoid something. Thus, it is important to figure out the function of a student’s behavior to develop a plan with likelihood for success. To help determine function, school teams should start by collecting data on the A, B, Cs of behavior: Antecedent (A): anything that happens immediately before the behavior occurs Behavior (B): the action a student demonstrates that can be clearly defined and measured Consequence (C): any event (positive or negative) that occurs after a student demonstrates a behavior Once the function is determined, strategies or interventions can be put into place.
In this article, Drs. Mary Little, Cynthia Pearl and Dena Slanda share lessons and strategies to support teachers in developing the skills and competencies to implement intensive intervention.
This module focuses primarily on selecting evidence-based interventions that align with the functions of behavior for students with severe and persistent learning and behavior needs. The emphasis of this training will include four main content areas: (a) relating assessment to function, (b) selecting evidence-based interventions that align with functions of behavior, (c) linking assessment and monitoring, and (d) connecting data with the evidence-based interventions selected. The overarching goal is to connect concepts and theories in behavior and begin planning how intensive intervention can be put into practice to support students with intensive behavioral needs.
Part 2 of the two part series about UCF's project bridges highlights challenges and successes the program has faced when trying to build the skills and competencies of educators to implement intensive intervention.
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)