Intensive Intervention (Part 1): Using Data-Based Individualization To Intensify Instruction
Assessment
Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.
- What is intensive intervention? For whom is it necessary and why?
- Briefly describe the DBI process.
Morgan, a third grader, struggles with adding numbers that have two or more digits. Morgan has ADHD and has difficulty staying focused for more than 10 minutes at any time. He has not responded adequately to targeted instruction. He has been receiving small-group heterogeneous instruction for 30 minutes three times per week.
- Suggest one quantitative adaptation that Morgan’s teacher can make for Step 1 of the DBI process. Explain why you chose this adaptation.
After four weeks of collecting progress monitoring data, it is clear that Morgan is not responding to these adaptations. Because of this, a diagnostic assessment was administered that included an error analysis. The error analysis indicates that Morgan is adding the numbers correctly but in the wrong order. He starts by adding the numbers in the ten’s column and then he adds the numbers in the one’s column. For example, in the problem to the right, he adds 4+5 and writes 9. Next, he adds 7+4 and writes 11. Although he adds correctly, he uses the wrong procedure and consequently gets the wrong answer.
- Describe at least two adaptations his teacher can make for Step 4 of the DBI process. Include at least one qualitative adaptation. Explain why you chose these adaptations.
