YEAR 1 CURRICULUM

*Year 1 modules span a duration of 3-7 weeks.

MODULE 1:

Intensive Intervention: What is It and Why is It Important?

Learning Objectives:

• Evaluate current outcomes for students with disabilities in U.S. schools and generate a hypothesis regarding the cause of these outcomes.
• Describe the characteristics of students with disabilities who have demonstrated poor response to current remediation efforts.
• Define “intensive intervention” and distinguish key features that differentiate this approach from instruction provided in Tiers 1 and 2.
• Generate an argument to support the need for intensive intervention, including a hypothesis regarding why intensive intervention may lead to improved outcomes for students with disabilities.

MODULE 2:

The Taxonomy of Intervention Intensity: A Framework for Designing and Conducting Intensive Intervention

Learning Objectives:

• Scholars will explain the purpose and importance of the Taxonomy of Intervention Intensity.
• Scholars will articulate how Tier 2 and intensive intervention differ.
• Scholars will explain how to integrate an intervention platform, a progress-monitoring system, and the data-based individualization process to tailor intervention to meet the reading, math, and behavioral needs of intensive intervention students.

MODULE 3:

Progress Monitoring in Intensive Intervention

Learning objectives:

• Define general outcomes measurement and specific subskill mastery measurement; identify their strengths and limitations, and how they can be applied to measure academic skills and behavior.
• Describe the core features of DBI, and outline its use for academic skills and behavior.
• Describe how progress monitoring in academic skills and behavior can work together to inform intervention for students with co-occurring difficulties.
• Describe situations in which general outcomes measurement, specific subskill mastery measurement, or both would be beneficial.
• Describe how a formative assessment approach might be applied to various situations such as instruction for students with low-incidence disabilities and interventions in early childhood.

MODULE 4:

Using Single-Case Design to Evaluate Response to Intensification

Learning Objectives:

• Scholars will differentiate between science-based and non-science-based educational research.

• Scholars will learn about the principles of experimental design and singe-case research.

• Scholars will learn about the most common designs used in special education research.

• Scholars will read single-case research that includes academic and behavioral outcomes.

• Scholars will explain why single-case research is important for investigating effective practices for students with intensive and comorbid needs.

MODULE 5:

Explicit Instruction

Learning Objectives:

• Identify elements of an explicit instruction framework

• Generate intervention materials that include the elements of explicit instruction that could be used to teach students with difficulties or disabilities

• Explain how the elements of explicit instruction can be utilized in your areas of comorbidity 

MODULE 6:

Synthesis of Intensive Intervention Approaches

Learning Objectives:

• Scholars will synthesize what they have learned thus far by identifying key components related to intensifying intervention. 
• Through a collaborative writing process, scholars will identify a practice, program, or intervention for students with CLBD and produce an Intensive Intervention Practice Guide that summarizes current evidence and provides implementation information designed for practitioners. 
• Scholars will identify their own areas for future research that will lead to improved instruction for students with CLBD and the supports they need to reach their goals.