The Taxonomy of Intervention Intensity

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Malone, Amelia S.
Titel	The Taxonomy of Intervention Intensity
Quelle	In: TEACHING Exceptional Children, 50 (2017) 1, S.35-43 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059917703962
Schlagwörter	Alignment (Education); Behavior Problems; Case Studies; Difficulty Level; Elementary School Students; Grade 5; Individualized Instruction; Intervention; Mathematics Instruction; Progress Monitoring; Response to Intervention; Special Education; Student Behavior; Taxonomy; Transfer of Training + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Schwierigkeitsgrad; School year 05; 5. Schuljahr; Schuljahr 05; Individualisierender Unterricht; Mathematics lessons; Mathematikunterricht; Special needs education; Sonderpädagogik; Sonderschulwesen; Student behaviour; Schülerverhalten; Taxonomie; Training; Transfer; Ausbildung
Abstract	This article describes the Taxonomy of Intervention Intensity, which articulates seven principles for evaluating and building intervention intensity based upon research. The Taxonomy's seven dimensions of intensity are strength, dosage, alignment, attention to transfer, comprehensiveness, behavioral support, and individualization (see Table 1). In explaining the Taxonomy, the authors present a case study illustrating how the Taxonomy can be used to systematize the process by which special educators and related personnel (a) set up the intensive intervention process and (b) monitor the student's response and systematically improve the program to match the target student's individual needs. The goal is to increase the quality of intensive intervention, improve student outcomes, and help schools design intensive intervention programs that are clearly distinguishable from less intensive (Tier 2) intervention programs. [This article can also be accessed in ERIC as Grantee Submission ED571640.] (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01