Resources
Page 11: References, Additional Resources, and Credits
To cite this module, please use the following:
The IRIS Center. (2015). Intensive intervention (part 1): Using data-based individualization to intensify instruction. Retrieved from https://iris.peabody.vanderbilt.edu/module/dbi1/
Note: The references in this section reflect the source material used to construct this module. The links to these references are not updated.
Archer, A. L., & Hughes, C. A. (2011). Exploring foundations of explicit instruction. In Explicit instruction: Effective and efficient teaching (pp. 1–22). New York: The Guilford Press.
Danielson, L., & Rosenquist, C. (2014). Introduction to the TEC special issue on data-based individualization. Council for Exceptional Children, 46(4), 6–12.
Fuchs, D., Fuchs, L. S., & Vaughn, S. (2014). What is intensive instruction? Why is it important? TEACHING Exceptional Children, 46(4), 13–18.
Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly, W. D. (2008). Assisting students struggling with reading: Response to intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009 4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved on February 9, 2015, from https://ies.ed.gov/ncee/wwc/PracticeGuide.aspx?sid=3
Iowa Department of Education. (n.d.). Reading skills error analysis sheet. Retrieved on October 29, 2015, from http://dwwlibrary.wested.org/media/reading-skills-error-analysis-sheet
Kuchle, L., & Peterson, A. (2014). Data-based individualization: When standard academic approaches don’t work. Session packet. Retrieved on February 9, 2015, from http://ec.ncpublicschools.gov/conferences-profdev/annual-conference/2014/materials/28.pdf
Lemons, C. J., Kearns, D. M., & Davidson, K. A. (2014). Data-based individualization in reading: Intensifying interventions for students with significant reading disabilities. TEACHING Exceptional Children, 46(4), 20–29.
National Assessment of Educational Progress (NAEP). (2013). Trend in eighth-grade NAEP reading achievement-level results, by status as students with disabilities (SD). Retrieved on February 5, 2015, from http://www.nationsreportcard.gov/reading_math_2013/#/student-groups
National Center on Intensive Intervention. (2013). Data-based individualization: A framework for intensive intervention. Washington, DC: Office of Special Education, U.S. Department of Education. Retrieved on February 10, 2015, from http://www.intensiveintervention.org/resource/data-based-individualization-framework-intensive-intervention
National Center on Intensive Intervention. (n.d.). Designing intensive intervention for students with severe and persistent academic needs. PowerPoint slides. Retrieved on October 20, 2014, from http://www.intensiveintervention.org/resource/designing-and-delivering-intervention-students-severe-and-persistent-academic-needs-dbi
National Center on Intensive Intervention. (n.d.). Website. Accessed at http://www.intensiveintervention.org/
Powell, S. R., & Stecker, P. M. (2014). Using data-based individualization to intensify mathematics intervention for students with disabilities. TEACHING Exceptional Children, 46(4), 31–37.
Reed, D., & Vaughn, S. (2010). Reading interventions for older students. In T. A. Glover & S. Vaughn (Eds.), The promise of response to intervention: Evaluating current science and practices (143–186). New York: The Guilford Press.
Scammacca, N., Roberts, G., Vaughn. S., Edmonds, M., Wexler, J., Reutebuch, C. K., & Torgesen, J. K. (2007). Interventions for adolescents struggling readers: A meta-analysis with implications for practice. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved on October 29, 2015, from http://www.centeroninstruction.org/files/Meta-analysis%20Struggling%20Readers1.pdf
Vaughn, S., & Fletcher, J. M. (2010). Thoughts on rethinking response to intervention with secondary students. School Psychology Review, 39(2), 296–299.
Vaughn, S., & Fletcher, J. M. (2012). Response to intervention with secondary school students with reading disabilities. Journal of Learning Disabilities, 45(3), 244–256.
Vaughn, S., & Zumeta, R. (2014). So what do I do now? Strategies for intensifying intervention when standard approaches don’t work. PowerPoint slides. Retrieved on April 29, 2014, from http://www.intensiveintervention.org/video-resource/so-what-do-i-do-now-strategies-intensifying-intervention-when-standard-approaches-d-0
Vaughn, S., Wanzek, J., Murray, C. S., & Roberts, G. (2012). Intensive interventions for students struggling in reading and mathematics: A practice guide. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved on February 10, 2015, from http://www.centeroninstruction.org/files/Intensive%20Interventions%20for%20Students%20Struggling%20in%20Reading%20%26%20Math.pdf
Vaughn, S., Wexler, J., Leroux, A., Roberts, G., Denton, C., Barth, A., & Fletcher, J. (2012). Effects of intensive reading intervention for eighth-grade students with persistently inadequate response to intervention. Journal of Learning Disabilities, 45(6), 515–525.
Articles
Coyne, M. D., & Koriakin, T. A. (2017). What do beginning special educators need to know about intensive reading interventions? TEACHING Exceptional Children, 49(4), 239–248.
Here the authors stress both the crucial importance of elementary reading instruction to student success, as well as the special challenge posed by students with disabilities, for whom reading is a primary area of difficulty. In response, the authors promote a pair of effective practices, explicit decoding instruction and explicit vocabulary instruction. A list of reliable resources for further exploration is also included.
Jung, P-G, McMaster, K. L., Kunkel, A. K., Shin, J., & Stecker, P. M. (2018). Effects of data-based individualization for students with intensive learning needs: A meta-analysis. Learning Disabilities Research & Practice, 33(3), 144–155. DOI: 10.1111/1drp.12172
Here the authors examine the effect of data-based individualization (DBI) among students with intensive learning needs across a variety of academic topics and instructional applications. Included are data on a series of studies, indicating positive effects in reading, mathematics, spelling, writing, and more. Thoughts on the limitations of the study and suggestions for further investigation are also included.
McInerney, M., Zumeta, R. O., Gandhi, A. G., & Gersten, R. (2014). Building and sustaining complex systems: Addressing common challenges to implementing intensive interventions. TEACHING Exceptional Children, 46(4), 54–63.
This informative article sees its authors overviewing some of the challenges facing schools as they begin to implement systems of intensive interventions. The article includes a number of step-by-step strategies for doing so, as well as specific examples drawn from actual schools and educators in the field.
Online Resources
Murray, C. S., Coleman, M. A., Vaughn, S., Wanzek, J., & Roberts, G. (2012). Designing and delivering intensive interventions: A teacher’s toolkit. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved on October 6, 2015, from http://www.meadowscenter.org/files/resources/Designing__Delivering_Intensive_Interventions_Toolkit.pdf
This online toolkit, developed by the Center on Instruction, is designed to provide “activities and resources to assist practitioners in designing and delivering intensive interventions in reading and mathematics for K–12 students with significant learning difficulties and disabilities.” Users will find sample lessons, as well as lesson reflection templates and an extensive resource guide, among much else.
Websites
Florida Center for Reading Research
https://fcrr.org/
The Florida Center for Reading Research is focused on conducting reading research, disseminating research-based practices, and providing technical assistance to Florida’s schools and its State Department of Education. The website features sections for teachers, coaches, administrators, parents, researchers, and FCRR faculty and staff, among much else.
The Meadows Center for Preventing Educational Risk
http://www.meadowscenter.org
The Meadows Center for Preventing Educational Risk (MCPER) is dedicated to generating, disseminating, and supporting the implementation of empirically validated practices to influence educators, researchers, policymakers, families, and other stakeholders who strive to improve academic, behavioral, and social outcomes for all learners.
National Center on Intensive Intervention
https://intensiveintervention.org/
The National Center on Intensive Intervention (NCII) seeks to build state and district capacity to support educators in using data-based individualization to effectively implement intensive intervention in reading, mathematics, and behavior in Grades K–12.
Additional IRIS Resources
RTI (Part 1): An Overview
This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits.
Evidence-Based Practices (Part 1): Identifying and Selecting a Practice or Program
This module, the first in a series of three, discusses the importance of identifying and selecting evidence-based practices.
Evidence-Based Practices (Part 2): Implementing a Practice or Program with Fidelity
This module addresses how to implement an evidence-based practice with fidelity.
Evidence-Based Practices (Part 3): Evaluating Learner Outcomes and Fidelity
This module examines how to evaluate whether an evidence-based practice is effective for the young children or students with whom you are working.
Study Skills Strategies (Part 1): Foundations for Effectively Teaching Study Skills
This module examines the importance of effective study skills strategies and includes information on why some students struggle with those skills and why it’s critical for teachers to explicitly teach such strategies.
Study Skills Strategies (Part 2): Strategies that Improve Students’ Academic Performance
This companion to the Study Skills (Part 1) module reiterates the importance of teachers providing explicit instruction on the use of study skills strategies and overviews a number of effective strategies: graphic organizers, note-taking, mnemonics, organizing materials, time management, comprehension strategies, and self-regulation strategies.
SOS: Helping Students Become Independent Learners
This module describes how teachers can help students stay on task by learning to regulate their behavior. The four strategies discussed are self-monitoring, self-instruction, goal-setting, and self-reinforcement.
Content Experts:Sarah Arden Module Developers:Janice Brown Content Expert Reviewers:Evelyn Johnson Module Production Team:Editor: Reviewers: Permissions: Transcriptions: Media Specialist/Technical Support: |
Web master: MediaNarration: Audio: Graphics: Photos: Pictures of IRIS Experts are courtesy of themselves. All other media and images courtesy of the IRIS Center. Videos: Expert Interviews: Acknowledgements |
When you are ready, proceed to the Wrap Up section.
