“School psychologists are often a part of teams that address the lack of progress students are making academically and socially. This book gives school psychologists and other school staff background knowledge on the [data-based intervention] (DBI) process. It also provides detailed information and examples on how to implement it for different populations within the school system. Also, resources for each step of the DBI process are provided….I appreciate that the authors outlined the considerations for effective implementation.”

—Essentials of Intensive Intervention


“This book is practically an intensive intervention in itself! Each chapter begins with guiding questions—which it goes on to systematically address—and includes application activities and FAQs. It will be useful for both preservice and inservice teachers, or anyone who needs to learn the details of DBI. I would happily use this book in my class on data-based decision making, because it provides a clear path from learning to application.”

—John L. Hosp, PhD, Special Education Program, University of Massachusetts Amherst


“This book comprehensively describes the complexities of MTSS implementation in schools and translates theories of evidence-based instructional practices and intensive intervention into practice. The authors provide critical knowledge, skills, and examples for implementing DBI with fidelity. District and school-based administrators, special and general education teachers, and school psychologists will develop a deeper understanding and a shared vision for supporting students with intensive needs.”

—Mary E. Little, PhD, Exceptional Student Education Program, University of Central Florida


“All educators should know how to do DBI, but not enough do. This book can help. The authors are definitive experts and leaders of the National Center on Intensive Intervention, whose extensive experience working in classrooms shines through. The chapters include user-friendly guidance to implement DBI, exercises to self-evaluate your understanding, and resources to get started. The authors' approach is important and research validated and can help students with intensive needs reach their potential.”

—Devin Kearns, PhD, Department of Educational Psychology, University of Connecticut


“An excellent resource for building administrators striving to provide the best possible instructional programs. This book can be used either to initiate or to strengthen a school's systems for assessment, instruction, and progress monitoring for students who are having difficulty learning. By following the DBI process, schools can make sure they are addressing the needs of all students.”

—Paul Elery, MEd, Principal, Harvard Elementary School, Tacoma, Washington