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High Leverage Practice (HLP) 20 emphasizes the importance of providing intensive instruction to students. Intensive instruction involves working with students who have similar needs on a small number of high-priority, clearly defined skills or concepts that are critical to academic success (McLeskey et al., 2017). In educational settings, intensive instruction is often synonymous with Tier 3 intervention within the Multi-Tiered System of Supports (MTSS) framework. Within this system, the highest level of support is intensive instruction. In the case of students who are deaf or hard of hearing (DHH), the teacher of the deaf and hard of hearing (TODHH) may be necessary to provide the intensive, highly-specialized instruction to students who are DHH.
When a TODHH is responsible for providing specially designed instruction, the process begins by reviewing diagnostic and progress monitoring data. Many students who are DHH face language gaps that impact nearly every aspect of their lives, including their academic performance (Cheng, et al., 2019; Lederberg et al., 2013; Mayberry, et al., 2011; U.S. DOE, 1992). In states like Florida, the Expanded Skill Standards were developed to help identify and address these achievement gaps for students who are DHH. A TODHH needs to look at intensive instruction and the tiered supports the student is receiving while considering the specially designed instruction that addresses the priority educational need of each individual student
Providing intensive instruction requires both quantitative and qualitative adaptations to Tier 2 instruction. Quantitative adaptations might include reducing the group size or increasing instructional time. Research suggests that for every year a student is behind, they require at least one hour of intensive intervention per day (Vernelson & Wilson, 2012). Qualitative adaptations should focus on the use of evidence-based interventions. There are currently eight evidence-based literacy interventions specifically designed for students who are DHH. Other instructional strategies, such as language experiences and active learning, are outlined in key resources like Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students by Spencer and Marschark, and Literacy Instruction for Students who are Deaf and Hard of Hearing by Easterbrooks and Beal-Alvarez. You can borrow both of these resources for free in the RMTC-DHH loan library, catalog numbers 1924 and 1953. It should also be noted that just because an intervention was researched on students who are hearing, it does not mean the approach will not be effective for students who are DHH, but rather that it may need to be accommodated for accessibility.
Successful implementation of intensive intervention relies on the problem solving process within the MTSS framework (PS/RtI, n.d.). Using the problem solving process, a TODHH can adjust or intensify instruction based on the student’s response to the initial intervention. These frameworks promote flexibility, progress monitoring, and regular feedback with positive corrections, ensuring that Tier 3 interventions continue to close achievement gaps.
For additional support in designing and delivering intensive, specially designed instruction, there are several IDEA-funded state projects in Florida that offer resources and assistance to TODHHs and other stakeholders.
Do you have specific questions on using intensive instruction? Please join RMTC-DHH, the Problem Solving and Response to Intervention (PS/RtI) project, and the Access Project at the next TA-Live! discussion session on intensive instruction on December 11, 2024 at 2pm EST.
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