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ERIC Number: EJ1058945
Record Type: Journal
Publication Date: 2014
Pages: 10
Abstractor: ERIC
Reference Count: 21
ISSN: ISSN-0040-0599
Building and Sustaining Complex Systems: Addressing Common Challenges to Implementing Intensive Intervention
McInerney, Maurice; Zumeta, Rebecca O.; Gandhi, Allison G.; Gersten, Russell
TEACHING Exceptional Children, v46 n4 p54-63 Mar-Apr 2014
School and district personnel have identified common challenges in implementing individualized, intensive interventions for students with severe, persistent learning and behavioral needs. The National Center on Intensive Intervention has worked with scores of local educators--including district administrators, building principals, special and general education teachers, school psychologists, and paraeducators--in individualizing intensive interventions on a student-by-student basis. This work has led to the identification of specific strategies practitioners can use to develop a manageable, sustainable process for intensive intervention--with the goal of improving student learning and enhancing student behavior to promote stronger achievement. Since its inception in 2011, the National Center on Intensive Intervention (NCII) has been collecting and analyzing information about how schools and districts can implement intensive academic and behavioral interventions successfully. NCII staff members have interviewed approximately 200 local educators across the country, including district administrators, building principals, special and general education teachers, school psychologists, paraeducators, and other school staff. These educators shared their implementation experiences related to providing intervention services, including planned implementation approaches and strategies that did and did not succeed. In addition, educators described the common challenges they faced when launching a new program, preparing staff, and allocating resources for intensive academic and behavioral intervention. They also detailed the strategies they used to address these challenges and deliver intensive, individualized interventions to their students with severe, intensive needs. This article synthesizes the collective experiences of scores of local educators and the strategies they used to implement programs of intensive intervention successfully. Schools and districts can use the information presented in this article to implement a program of intensive intervention that produces improved learning and achievement for students with the most severe and persistent learning or behavior needs.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
IES Grant or Contract Numbers: H326Q110005