| Title: |
Integrated Intensive Intervention: Academic and Behavioral Support in Tier 3 |
| Language: |
English |
| Authors: |
Tobey Duble Moore (ORCID 0009-0007-3699-1044); Jessica Bourget; Ashley Plumb; Mara E. Power (ORCID 0000-0001-5221-747X); Chloe Melton; Michael Coyne; Brandi Simonsen |
| Source: |
Intervention in School and Clinic. 2024 60(1):28-38. |
| Availability: |
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: |
Y |
| Page Count: |
11 |
| Publication Date: |
2024 |
| Sponsoring Agency: |
Institute of Education Sciences (ED) |
| Contract Number: |
R324N190012 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Multi Tiered Systems of Support; Intervention; Functional Behavioral Assessment; Student Evaluation; Planning; Student Needs; Needs Assessment |
| DOI: |
10.1177/10534512241251825 |
| ISSN: |
1053-4512; 1538-4810 |
| Abstract: |
Students who require intensive individualized intervention often demonstrate needs in both academic and behavioral domains. However, practices around assessment and development of interventions are often siloed and separate, which can be a barrier to implementing intensive individualized support in an integrated manner to maximize efficiency. In this article, we provide a blueprint for educators to work collaboratively to complete an integrated assessment that can lead to developing a truly integrated individualized intervention. We also share a vignette demonstrating how team members might create a team to complete an integrated assessment and create a corresponding intervention plan. |
| Abstractor: |
As Provided |
| IES Funded: |
Yes |
| Entry Date: |
2024 |
| Accession Number: |
EJ1440612 |
| Database: |
ERIC |