Skip to main content
Implement for Impact
Search Find
Explore Methodology

Data-Based Individualization (DBI): Intensive Intervention to Improve Mathematics Skills of Students With Disabilities

Add to Comparison

Intervention Details

Subject

Math

Academic Program

Special Education Services

Duration

Full school year

Grades

1, 2, 6, 7

Personnel

General Education Teacher, Special Education Teacher, Instructional Aide, Principal, Psychologist, School Counselor

Intervention Summary

Data-Based Individualization (DBI) is an intensive intervention program that uses student data to determine when and how to adapt, intensify, and individualize interventions for students with severe and persistent mathematics learning needs, including students with disabilities. DBI involves a five-step process: (1) using a validated intervention program or platform aligned with the student's area of need, (2) monitoring progress using a valid and reliable assessment tool, (3) collecting additional diagnostic data to determine the student's instructional needs and hypothesize productive adaptations to the intervention program, (4) implementing the adaptation(s), and (5) continuing to monitor progress to determine response. DBI is typically implemented in a multi-tiered system of supports (MTSS) and involves ongoing support and professional development for teachers to develop and increase their knowledge and ability to implement DBI in mathematics.

Statistical Finding Summary

No overall effect on mathematics achievement

Positive effect for lower-achieving students on mathematics achievement

Positive effect for non-White students on mathematics achievement

Source

Rebecca, Z. E., Sarah, A., Yaacov, P. & Zachary, W. (2020). Using Intensive Intervention to Improve Mathematics Skills of Students with Disabilities: Project Evaluation Report (ED603459). ERIC. https://files.eric.ed.gov/fulltext/ED603459.pdf.

Data Sample by Population

These charts show the characteristics of the student populations studied. When assessing programs, you may want to prioritize interventions that yielded success in a similar demographic environment as your school or district.

The subgroup population data as studied here are not available. That means that while this study may work well for your setting, we cannot say based on the published study and results from our system’s reading of that study what the school/district subgroup characteristics were when evaluated here.