WGU D152 Inclusive Classroom Questions And Answers
With Verified Solutions
Tier 1 ANS Whole class instruction using evidence-based, general education strategies
Tier 2 ANS Intensive small group instruction
Tier 3 ANS Most intense, 1 to 1 intervention, IEP and disabilities
DBI ANS data-based individualization
DBI Steps ANS 1. Validated intervention program
2. Progress monitoring (if responsive cont. if not S3)
3. Diagnostic data
4. Adapt intervention
5. Progress monitor ( if responsive cont. if not S3)
Qualitative changes ANS Instruction strategies, self-regulation, etc.
Quantitative changes ANS # of students in group, weeks, times per week, minutes
Intensive Intervention Taxonomy Mnemonic ANS Sarah Dumps Apples And Then Compiles Better Snacks
Individually
Strength (Taxonomy) ANS How well the program works
Dosage (taxonomy) ANS Length of sessions, size of groups, # of sessions per week
alignment (taxonomy) ANS How well progress addresses student needs. Maximizing increases intensity and creates
efficiency.
, Attention to Transfer (taxonomy) ANS Transfer of skills to other settings, making connections
Comprehensiveness (taxonomy) ANS # of explicit instruction principles
these principles include: providing explanations in simple, direct language,
modeling efficient strategies, ensuring students have the necessary background knowledge and skills to
succeed with those strategies, gradually fading support for students' correct execution of those
strategies, providing practice so students use the strategies to generate many correct responses, and
incorporating systematic cumulative review)
Behavioral Support (taxonomy) ANS Extent of incorporation of self-regulation and behavior principles to help
nonproductive behavior
Individualization (taxonomy) ANS How well intensive instruction is adjusted over time for student needs (determined
using DBI)
1-6 taxonomy ANS are constructed during the set-up stage before instruction begins but can be adjusted if a
change of intervention is needed during implementation.
7 taxonomy ANS is applied during the implementation stage. However, each time
instruction is adjusted (Intervention Adaptation step of DBI), the other six dimensions are reviewed when
considering the adjustments.
Generalization vs. Attention To Transfer ANS Generalization is when students use skills learned in other practical
settings. AT is how the teacher prepares students or designs an intervention to support students in building a skill.
Reading Strategies ANS Basal textbook reader
Whole language approach
Reading recovery
Phonics instruction
Structural analysis
Basic sight vocab
With Verified Solutions
Tier 1 ANS Whole class instruction using evidence-based, general education strategies
Tier 2 ANS Intensive small group instruction
Tier 3 ANS Most intense, 1 to 1 intervention, IEP and disabilities
DBI ANS data-based individualization
DBI Steps ANS 1. Validated intervention program
2. Progress monitoring (if responsive cont. if not S3)
3. Diagnostic data
4. Adapt intervention
5. Progress monitor ( if responsive cont. if not S3)
Qualitative changes ANS Instruction strategies, self-regulation, etc.
Quantitative changes ANS # of students in group, weeks, times per week, minutes
Intensive Intervention Taxonomy Mnemonic ANS Sarah Dumps Apples And Then Compiles Better Snacks
Individually
Strength (Taxonomy) ANS How well the program works
Dosage (taxonomy) ANS Length of sessions, size of groups, # of sessions per week
alignment (taxonomy) ANS How well progress addresses student needs. Maximizing increases intensity and creates
efficiency.
, Attention to Transfer (taxonomy) ANS Transfer of skills to other settings, making connections
Comprehensiveness (taxonomy) ANS # of explicit instruction principles
these principles include: providing explanations in simple, direct language,
modeling efficient strategies, ensuring students have the necessary background knowledge and skills to
succeed with those strategies, gradually fading support for students' correct execution of those
strategies, providing practice so students use the strategies to generate many correct responses, and
incorporating systematic cumulative review)
Behavioral Support (taxonomy) ANS Extent of incorporation of self-regulation and behavior principles to help
nonproductive behavior
Individualization (taxonomy) ANS How well intensive instruction is adjusted over time for student needs (determined
using DBI)
1-6 taxonomy ANS are constructed during the set-up stage before instruction begins but can be adjusted if a
change of intervention is needed during implementation.
7 taxonomy ANS is applied during the implementation stage. However, each time
instruction is adjusted (Intervention Adaptation step of DBI), the other six dimensions are reviewed when
considering the adjustments.
Generalization vs. Attention To Transfer ANS Generalization is when students use skills learned in other practical
settings. AT is how the teacher prepares students or designs an intervention to support students in building a skill.
Reading Strategies ANS Basal textbook reader
Whole language approach
Reading recovery
Phonics instruction
Structural analysis
Basic sight vocab
