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MIND: Intervention Resources

The MIND has three standard protocol interventions that can be used across each tier of instruction; however, there are times that educators may want to select other intervention options. This section of the website contains a decision making guide and intervention materials that teachers can download to remediate computation deficits. The goal of this process is to determine the student's intervention needs and guide the educator to select an empirically-validated intervention  to increase computation proficiency. To begin, download and read the MIND: Computation Decision Making Guide.

 

Download the 7 page document here -

 

Step 1: Identify the Problem

 

To begin, test the student in computation skills that the student is expected to know. It is recommended that students are tested in all of the operations that have been taught as oftentimes many students are moved to new skills before mastery is achieved. Testing overview and directions can be found on page 2 of the MIND: Computation packet.

 

Access assessment directions and probes here -

 

Step 2: Analyze the Problem

 

After assessing the student on target skills record the student's scores and compare to performance standards on page 3 of the MIND: Computation packet. Use these scores to answer the questions on the flowchart located on page 4 and identify the appropriate intervention for the student. The MIND: Computation packet uses the Instructional Hierarchy to appropriately match patterns in student responding to recommended intervention procedures. A detailed explanation for why you are selecting a specific intervention is located on page 5.

Step 3: Select & Implement the Intervention

The flowchart will direct you to one of five intervention recommendations. Follow the links below to access the materials necessary to implement each of these interventions. Each intervention packet will include an intervention overview, student training protocol, and treatment integrity checklist to aid in implementation in addition to the worksheets used by the student. Lastly, use the form on page 6 of the MIND: Computation packet to document the logistics of intervention delivery (e.g., what is done, when its done, how often it is done, who does it, ...etc.).

 

Step 4: Evaluate the Intervention

 

As the intervention is being implemented it is important that student progress is monitored so that decisions can be made about whether the problem is resolved, the student is making adequate progress, or if the intervention needs to be altered or changed. To evaluate student progress remember to only use probes that  contain the problems the student is being taught to answer. Probes for progress monitoring will be available on each intervention page.

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