Data-based individualization (DBI) is a systematic process used to guide teachers in making decisions related to students’ responsiveness to intervention. Whereas this process has been used extensively with academic interventions, far less is known about DBI used within the context of behavioral interventions. In this study, elementary general and special education teachers (a) implemented a technology-based, self-monitoring intervention with students exhibiting challenging behavior; and (b) used DBI to evaluate student progress and make intervention adaptations accordingly. Results of multilevel modeling indicated students improved their positive behavior significantly (p < .001) from baseline to intervention. For most students, once they began intervention, positive behaviors either maintained or increased gradually when teachers made adaptations to the self-monitoring intervention. In addition to these results, an analysis of the effects of different intervention adaptations (e.g., raising or lowering goals, increasing or decreasing interval length) and visual analysis of individual students’ response are discussed.

中文翻译：

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基于数据的个性化行为干预的效果

基于数据的个性化 (DBI) 是一个系统的过程，用于指导教师做出与学生对干预的反应相关的决策。尽管此过程已广泛用于学术干预，但对在行为干预中使用的 DBI 知之甚少。在这项研究中，小学普通和特殊教育教师 (a) 对表现出挑战性行为的学生实施了基于技术的自我监控干预；(b) 使用 DBI 来评估学生的进步并相应地进行干预调整。多层次建模的结果表明，从基线到干预，学生的积极行为显着改善 (p < .001)。对于大多数学生来说，一旦他们开始干预，当教师适应自我监控干预时，积极行为要么保持，要么逐渐增加。除了这些结果之外，还讨论了对不同干预调整（例如，提高或降低目标、增加或减少间隔长度）的影响的分析以及对个别学生反应的直观分析。