EDPY470. Discussion5

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Athabasca University, Athabasca *

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470

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Psychology

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Dec 6, 2023

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Discussion 5 Topic 5: Consulting about Academic Problems Area: Intensive Interventions Why did you select the item? As educators, specialists, and experts, we all want to ensure that every student in our care is achieving success. However, some students may need help even after implementing secondary interventions. That's where the DBI process comes in. I chose the article because it provides an in-depth analysis of data-based individualization (DBI) and provides a valuable framework for developing individualized (intensive) and effective academic programs for students with EBD. In the article, the author also highlighted the significance of thoroughly analyzing effective practices and strategies in different academic areas. The article advocates for developing personalized assessment frameworks tailored to meet individual students' specific needs. This approach ensures students are assessed based on their unique abilities and learning styles. A student-centric approach to education is crucial for creating a learning environment that fosters academic growth and success, which is what data-based individualization (DBI) fosters. Collaborative consultation with students struggling academically can be challenging, especially for those with emotional and behavioural disorders, and research has shown that students with EBD often perform worse than their peers in a range of academic areas, resulting in poor post- school outcomes such as lower educational attainment and employment and higher incarceration rates. To address this issue, effective academic programming is essential for students with EBD to succeed in school and beyond. In conclusion, through the use of of data-based individualization (DBI) and the need for educators to continuously evaluate and refine their teaching methodologies will ensure that students receive the best possible education. How can the content be used, and by whom? The information presented in the article I chose is an invaluable resource for educators, specialists, and experts seeking to develop individualized academic programs for students with emotional and behavioural disorders (EBD). By utilizing data-based individualization (DBI) and engaging in collaborative consultation, educators can tailor their instruction to meet the unique needs of every student, leading to improved academic performance and better post-school outcomes. This approach involves analyzing student data to identify areas where they may be struggling and creating personalized plans to help them overcome those challenges. Further, collaborating with other educators, families, and community members can ensure that students receive the support they need to succeed both in and outside school. Through this comprehensive approach, students are empowered to achieve their full potential and succeed academically and personally. Similarly, the information presented in the article can be used by school teams to provide collaborative consultation for academic problems faced by students with EBD. The school teams can use this information to develop individualized academic programs that cater to the specific needs of students with EBD. To achieve this, school teams can focus on identifying effective practices and strategies in various academic areas. Additionally, school teams can use assessment frameworks that allow for the needs of individual students to be identified and matched to an appropriate intervention, such as the data-based individualization (DBI) process described in the

article. This data-driven problem-solving framework provides a structured and evidence-based approach to developing intensive instructional and behavioural interventions modified to meet the specific needs of each student. By implementing more intensive secondary interventions, progress monitoring, diagnostic assessments, and adapting and targeting intervention frameworks, educators, specialists, and experts can address student skill deficits and improve their academic outcomes. Using reliable and valid data in progress monitoring and diagnostic assessments can inform intervention decisions and lead to more effective interventions. The information disseminated in this article can significantly benefit the school team from the DBI process, as it equips them with the tools they need to help all students succeed. How is the item related to the course content, and how does it expand on the content? The information provided in the article is highly related to the course content as it explores the effective approach for helping students with emotional and behavioural disorders (EBD) overcome academic challenges. By adopting these various strategies and collaborative consultation can help students with EBD achieve academic success and improve their post- school outcomes. Also, the article expands on the topic of collaborative consultation in academic problems by exploring data-based individualization (DBI) as a framework for developing individualized and effective academic programs for students with EBD. As cited, f or students with Emotional and Behavioral Disorders (EBD), it is crucial to provide them with specialized instruction and intervention that is evidence-based and delivered with greater intensity. As the article delved into the DBI process, a comprehensive approach to supporting students struggling academically or behaviorally, it investigates an intensive intervention that poses great support for students with academic problems, which can be seen in students with EBD. This process is based on the idea that each student is unique and requires personalized interventions to meet their needs. During the DBI process, secondary interventions are implemented that are tailored to the individual student's needs. These interventions may include additional instructional support, targeted behaviour management strategies, or other specialized interventions. The interventions are selected based on the student's assessment data, collected using reliable and valid measures. The assessment data is analyzed to determine the student's areas of need and identify the most effective interventions to address these needs. The interventions are then implemented with fidelity and monitored closely to assess their effectiveness. Is the source reliable and credible? The research article is considered reliable and credible due to the following factors: 1. The article is published in the Journal of Emotional and Behavioral Disorders. It presents a comprehensive and in-depth analysis of data-based individualization (DBI) as a framework for developing intensive and individualized academic interventions for students with emotional and behavioural disorders (EBD). 2. The article uses brief experimental analyses of academic behaviour to compare two or more interventions over a relatively short period. These formal comparisons provide essential information on which particular practice or set of strategies produces improved responses for the student in the specific skill of interest.

3. The article highlights the persistent and strong association between academic problems and EBD and provides a valuable method for informing the development of academic interventions. 4. The authors make recommendations for subsequent research and practice based on the results of their study, which demonstrates their commitment to ongoing inquiry and improvement in academic interventions for students with EBD. Reference Maggin, D. M., Wehby, J. H., & Gilmour, A. F. (2016). Intensive academic interventions for students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 24(3), 138–147. https://doi.org/10.1177/1063426616649162

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