How does the use of evidence-based practices and the approach to instruction and intervention change as behavior or academic issues become more severe?

Question: How does the use of evidence-based practice and the approach to instruction and intervention change as behavior or academic issues become more severe?

Answer: When looking at DBI [Data-Based Individualization] across different levels of intensity, I think it’s important to consider how much you are customizing it for the individual student. When we start off at initial Tier I levels of intervention, we are really trying to look at packages that are going to be effective for very large groups of kids. As we move into Tier II, so kids that are at risk and start to have initial difficulty, we start to select individual DBI or evidence-based interventions or whatever term we want to use, that are going to be effective for different clusters of kids (e.g. so kids who have fluency reading problems, or kids that attention-seeking behavior, or something of that like). The goal for that particular level is to find interventions that are going to be effective for 75, 80, 90 percent of kids in that cluster, but not every individual child. When we get to kids with truly intense needs, these would have been the traditional special education population, at that stage we have to stop using interventions which are going to be effective across groups of kids, and customize the intervention for the individual child. So pick a particular reinforcer that’s going to work for a target child. If a child is engaging in escape behavior, understand exactly what the escape is and then work with that particular child. So it’s really about customization. The actual core technology or the core techniques tend to be very similar across the phases. When working with attention-seeking children we find ways to systematically give them attention in a pro-social manner, or working with children who are escaping, we try to understand why they are escaping, and try to deal with that (e.g., try to train the skill or find a means to get them to do a behavior without having to engage in that particular escape behavior). Really customization is the key component as it goes across intensity levels. 

Developed By: 
National Center on Intensive Intervention