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The purpose of this guide is to provide brief explanations of practices that can be implemented when working with students in need of intensive intervention in mathematics. Special education instructors, math interventionists, and others working with students who struggle with mathematics may find this guide helpful. Specific topics covered include the following: Explicit, Systematic Instruction Effective Questioning Concrete, Representational/Visual/Pictorial, Abstract/Symbolic Models
Question: What do you need to consider when selecting a behavioral progress monitoring tool?
Why might we need to consider integrated academic and behavioral interventions, especially for students with more intensive needs and those at the secondary level?
Question: Why might we need to consider integrated academic and behavioral interventions, especially for students with more intensive needs and those at the secondary level?
MTSS, RTI, Special Education…OH My! Gaining an understanding of MTSS and RTI from Drs. Lynn Fuchs and Joe Jenkins
Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are frameworks for integrating instruction, evidence-based interventions, and assessments to meet the academic and behavior needs of all students. The essential components of MTSS are as follows: screening, progress monitoring, a multilevel prevention system, and data-based decision making (National Center on Response to Intervention, 2010).
Bringing it Together: Why it is Important to Integrate Academics and Behavior When Thinking About Intensive Intervention
This webinar, presented by Dr. Erica Lembke an NCII Trainer and Associate Professor in the Department of Special Education at the University of Missouri, Nicole Bucka an NCII Coach and MTSS Technical Assistance Provider in Rhode Island, and Dr.
What are some things we need to consider when thinking about students with intensive behavioral needs at the secondary level?
Question: What are some things we need to consider when thinking about students with intensive behavioral needs at the secondary level?
The CEEDAR Center has designed a Course Enhancement Module (CEM) on Classroom and Behavior Management which is designed to support participants in gaining an understanding of assessment tools and intervention practices that can be integrated within a comprehensive, evidence-based behavioral intervention program. The multi-part module covers universal, supplemental, and intensive supports including supports for students with intensive behavioral needs. The CEM, particularly as it relates to intensive intervention, includes content adapted from NCII.
The purpose of this module is to introduce schools interested in implementing intensive intervention to the infrastructure needed to implement data-based individualization (DBI). The module includes presentation slides with integrated activities and handouts to help teams determine their readiness and develop an action plan for implementation. Participants should include the school’s principal and the core team likely to lead DBI implementation.
This series of documents are intended to illustrate how college and career ready standards can be addressed across levels of a multi-tiered system of support (MTSS) in reading and mathematics. They provide examples of how to apply standards relevant instruction across core instruction, secondary intervention, intensive intervention and for to support students with significant cognitive challenges.
What is an Evidence-Based Behavior Intervention? Choosing and Implementing Behavior Interventions that Work
This webinar, What is an Evidence-Based Behavior Intervention? Choosing and Implementing Behavior Interventions that Work, presented by Dr. Chris Riley-Tillman of the University of Missouri and Dr.