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Resources are provided for instructional use purposes only and do not constitute NYSED endorsement of any vendor, author, or other sources. To the best of our knowledge, the resources provided are true and complete.  \n3  \nToday’s Facilitators  \nName  \n4  \nIntroduction and Objectives  \nIntroductions  \n6  \nLearning Objectives  \nParticipants will be able to identify and differentiate between skill-based, fluency-based, and performance-based interventions  \nParticipants will learn when each of these approaches is appropriate, given the nature of the observed problem .  \nParticipants will learn how to titrate the intensity of intervention to the learner as a response to instruction  \n7  \nSchedule of Events  \nReview how assessment can inform instruction so interventionists can problem-solve .  \nReview a case example to guide discussion  \nDefine and differentiate between three families of academic interventions  \nPractice categorizing academic interventions  \nReview methods to intensify these types of interventions  \n8  \nDefining Intervention  \nIntervention entails the purposeful and selective intensification of elements of instruction for an individual or group of students beyond that which is typically delivered to all.  \nSo, intervention = instruction .  \nTo understand what makes good intervention, we need to understand what makes for good instruction . The principles are the same .  \n9  \nSkill x Treatment Interactions I  \nWhen formulating an intervention, you use assessment data to determine:  \n⁃ The appropriate intervention given the nature of the instructional deficit.  \nThe appropriate amount of intervention given the severity of the instructional deficit.  \nWhen a pattern of scores is used to predict the best treatment, this is called a skill x treatment interaction .  \n⁃ This is the treatment most likely to be successful in remediating the problem, given the data observed.  \n10","cbCaiuAGtlQA9FMe","https://ap.wps.com/l/cbCaiuAGtlQA9FMe","pdf",1059005,52,"English","# Introduction and Objectives\n## Learning Objectives\n## Schedule of Events\n# Defining Intervention\n# Skill x Treatment Interactions I","[{\"question\":\"What are the three families of academic interventions introduced in the training?\",\"answer\":\"The training differentiates skill-based, fluency-based, and performance-based interventions and focuses on how to match them to the nature of the observed instructional problem.\"},{\"question\":\"How does assessment data guide intervention decisions?\",\"answer\":\"Assessment data is used to determine the appropriate intervention and the amount of intervention based on the severity of the instructional deficit, improving problem solving for interventionists.\"},{\"question\":\"What does it mean to titrate the intensity of intervention?\",\"answer\":\"Titrating intensity means adjusting how strong or how much intervention is provided as a response to instruction and learner needs rather than using a one-size-fits-all approach.\"}]","Identifying and Intensifying Intervention - What to Do and How to Do It | PDF",1789548410]