[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-586060-105":59,"doc-detail-586060-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-diagnostic-data-to-inform-intervention-planning-recommendations","Using Diagnostic Data to Inform Intervention Planning - Recommendations","","Data-based individualization (DBI) intensifies and individualizes interventions for students needing more support, and diagnostic data serve as the third DBI step. When progress monitoring shows insufficient growth, diagnostic information helps educators determine needed skills, confirm whether students learn the targeted content or strategies, identify buildable strengths, and clarify the purpose of behavior. Teams then form accurate, specific, actionable hypotheses to guide intervention adaptation. This brief provides recommendations for collecting, analyzing, and using informal diagnostic sources.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-diagnostic-data-to-inform-intervention-planning-recommendations/586060/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-diagnostic-data-to-inform-intervention-planning-recommendations/586060.png","ImageObject",300,407,{"name":92,"@type":93},"Jordan Avery","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role do diagnostic data play in the DBI process?","Question",{"text":112,"@type":113},"Diagnostic data are the third step in DBI. They help educators learn a student’s strengths and areas of need when progress monitoring indicates inadequate response to an intervention.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What types of questions can educators answer using diagnostic data?",{"text":117,"@type":113},"Educators can use diagnostic data to identify needed skills and strategies, check whether students are learning the intended content or strategies, locate strengths to build on, and determine the purpose or function of the student’s behavior.",{"name":119,"@type":110,"acceptedAnswer":120},"How should teams use diagnostic data to guide intervention changes?",{"text":121,"@type":113},"Teams use diagnostic data to develop a hypothesis explaining why a student has not yet responded, making the process more systematic so the hypothesis is accurate, specific, and actionable for intervention adaptation.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586060,1792429839,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882367,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Using Diagnostic Data to Inform Intervention Planning  \nJune 2023  \nZachary Weingarten, EdD, and Paul K. Steinle, PhD  \nUsing Diagnostic Data to Inform Intervention Planning  \nZachary Weingarten, EdD  \nAmerican Institutes for Research  \nPaul K. Steinle, PhD  \nAmerican Institutes for Research  \nThis document was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H326Q210001 . Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service or enterprise mentioned in this document is intended or should be inferred. This product is public domain. Authorization to reproduce it in whole or in part is granted. Although permission to reprint this publication is not necessary, the citation should be as follows: Weingarten, Z. , & Steinle, P. (2023) . Using diagnostic data to inform intervention planning. American Institutes for Research.  \nContents  \nPage  \nIntroduction .................................................................................................................................................................. 1  \nRecommendation 1: Review Intervention Fidelity ..................................................................................................... 2  \nRecommendation 2: Determine If You Need to Make Changes for the Entire Group or Only Individual Students................................................................................................................................................................... 2  \nRecommendation 3: Dig Deeper by Analyzing Existing Data .................................................................................... 3  \nRecommendation 4: Identify Connections Between Academics and Behavior ....................................................... 4  \nRecommendation 5: Gather Multiple Perspectives on Students’ Strengths and Needs ........................................ 5  \nConclusion.................................................................................................................................................................... 6  \nReferences ................................................................................................................................................................... 7  \nIntroduction  \nData-based individualization (DBI) is a systematic approach to intensifying and individualizing interventions for students who require more support. Diagnostic data represent the third step in the DBI process. When progress monitoring data indicate that a student is not making adequate progress in an intervention, educators use diagnostic data to learn more about the student’s strengths and areas of need. Diagnostic data can help educators answer questions such as:  \n􀂃 What skills and strategies does the student need to master?  \n􀂃 Is the student learning the content or strategies that I’m teaching?  \n􀂃 What are the student’s strengths that we can build on to make the intervention more successful?  \n􀂃 What is the purpose or function of the student’s behavior?  \nBased on diagnostic data, educators develop a hypothesis about why the student has not yet responded to the intervention. The hypothesis is a proposed explanation for the student’s lack of progress and serves as a starting point for intervention adaptation (Step 4 of DBI) . Educators often have an overall sense of student needs, but it is important for them to use data to develop a hypothesis for why the student has not yet made sufficient progress. Diagnostic data can help make this process more systematic by providing the information necessary to develop a hypothesis that is accurate, specific, and actionable.  \nIn this brief, we offer recommendations to support educators to efficiently collect, analyze, and use diagnostic data within DB","cbCaisWPC8HWOsjP","https://ap.wps.com/l/cbCaisWPC8HWOsjP","pdf",1450176,11,"English","# Introduction\n# Recommendation 1: Review Intervention Fidelity\n# Recommendation 2: Determine If Changes Are Needed for the Whole Group or Only Individual Students\n# Recommendation 3: Dig Deeper by Analyzing Existing Data\n# Recommendation 4: Identify Connections Between Academics and Behavior\n# Recommendation 5: Gather Multiple Perspectives on Students’ Strengths and Needs\n# Conclusion\n# References","[{\"question\":\"What role do diagnostic data play in the DBI process?\",\"answer\":\"Diagnostic data are the third step in DBI. They help educators learn a student’s strengths and areas of need when progress monitoring indicates inadequate response to an intervention.\"},{\"question\":\"What types of questions can educators answer using diagnostic data?\",\"answer\":\"Educators can use diagnostic data to identify needed skills and strategies, check whether students are learning the intended content or strategies, locate strengths to build on, and determine the purpose or function of the student’s behavior.\"},{\"question\":\"How should teams use diagnostic data to guide intervention changes?\",\"answer\":\"Teams use diagnostic data to develop a hypothesis explaining why a student has not yet responded, making the process more systematic so the hypothesis is accurate, specific, and actionable for intervention adaptation.\"}]","Using Diagnostic Data to Inform Intervention Planning - Recommendations | PDF",1792056763,28]