This module provides an overview of diagnostic assessments, using error analysis with CBMs, developing and using curriculum-based assessments (CBAs), and integrating diagnostic and progress monitoring data to inform instructional adaptations.
This module identifies Tier II and Tier III interventions for students at risk and high risk for behavioral challenges. By the end of this module you should be able to:
Describe the decision-making process to indicate Tier II is appropriate
Identify critical features of Tier II
Discuss how to modify Tier II interventions to meet the needs of more students
Highlight critical elements of a Functional Behavior Assessment (FBA)
Choose a desired and replacement behavior
Complete a Competing Pathway Model
Begin to identify strategies to make the problem behavior irrelevant, inefficient, and ineffective
Diagnostic tools provide data to assist educators in designing individualized instruction and intensifying intervention for students who do not respond to validated intervention programs. Diagnostic tools can be either informal, which are easy-to-use tools that can be administered with little training, or standardized, which must be delivered in a standard way by trained staff. Teams may find it helpful to initially consider using more informal and easily accessible diagnostic tools and data to avoid loss of instructional time. Standardized diagnostic tools, which require more time to administer and interpret, may be required for students who continually demonstrate a lack of response or who require special education.