Key Evidence-Based Interventions

Why This Matters

When you're preparing for special education certification or coursework, you're not just being tested on whether you can name interventions—you're being tested on whether you understand when to use them, why they work, and how they connect to student outcomes. These evidence-based interventions represent the foundation of effective special education practice, and exam questions will often ask you to match interventions to specific student needs, explain the theoretical basis behind an approach, or compare strategies for different contexts.

The interventions in this guide fall into distinct categories based on their underlying mechanisms: behavioral principles, cognitive restructuring, social learning theory, and systems-level frameworks. Understanding these categories helps you see patterns across interventions and make informed decisions about which approach fits a given scenario. Don't just memorize what each intervention does—know why it works and which students benefit most from each approach.

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Behavior-Based Interventions

These interventions operate on the principle that behavior is learned and can be modified through systematic reinforcement and environmental changes. They rely heavily on data collection to drive decision-making.

Applied Behavior Analysis (ABA)

• Systematic reinforcement—uses positive and negative reinforcement to increase desired behaviors and decrease problematic ones through carefully designed contingencies
• Data-driven decision making requires continuous measurement of behavior to evaluate intervention effectiveness and adjust strategies accordingly
• Primary application for autism spectrum disorder, though principles apply broadly to any student needing behavioral support for communication, social skills, or adaptive functioning

Positive Behavioral Interventions and Supports (PBIS)

• Tiered prevention framework—operates at universal (all students), targeted (at-risk groups), and intensive (individual) levels to address behavior proactively
• Emphasis on teaching expectations rather than punishing misbehavior, establishing clear behavioral norms across school settings
• School-wide implementation creates consistent environments that reduce disciplinary referrals and improve overall climate for students with and without disabilities

Functional Communication Training

• Behavior replacement strategy—teaches appropriate communication methods to serve the same function as challenging behaviors (if a student hits to escape tasks, teach them to request a break instead)
• Function-based intervention requires conducting a functional behavior assessment to identify why the behavior occurs before designing the communication alternative
• Individualized to communication modality, whether verbal language, sign language, picture exchange, or augmentative devices based on student abilities

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Cognitive and Self-Regulation Approaches

These interventions target internal processes—thoughts, beliefs, and self-awareness—to help students manage their own behavior and emotional responses.

Cognitive Behavioral Therapy (CBT)

• Thought-behavior connection—teaches students to identify how negative thought patterns influence emotions and actions, then restructure those patterns
• Coping skill development provides concrete strategies for managing anxiety, depression, and emotional dysregulation common in students with disabilities
• Adapted versions for children use age-appropriate language, visual supports, and simplified concepts to make cognitive techniques accessible

Self-Management Strategies

• Student-directed monitoring—shifts responsibility from teacher to student for tracking behavior, academic progress, or goal achievement
• Components include goal-setting, self-recording, and self-reinforcement, building metacognitive awareness alongside behavioral change
• Promotes generalization and independence, critical outcomes for transition planning and reducing reliance on external supports

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Explicit Teaching Methods

These interventions share a commitment to clear, structured, teacher-directed instruction that breaks complex skills into manageable components with frequent practice opportunities.

Direct Instruction

• Scripted, systematic delivery—uses carefully sequenced lessons with explicit modeling, guided practice, and independent practice phases
• Mastery-based progression ensures students demonstrate competency at each step before advancing, preventing skill gaps
• Strong research base for learning disabilities, particularly in reading and math where foundational skills require precise instruction

Video Modeling

• Observational learning tool—leverages visual demonstration to show target behaviors or skills that students can watch repeatedly and imitate
• Effective across skill domains including social interactions, daily living tasks, vocational skills, and academic procedures
• Particularly powerful for visual learners and students with ASD who may process video demonstrations more effectively than live instruction or verbal explanations

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Social Learning Interventions

Built on the principle that learning occurs through observation, imitation, and social interaction, these approaches use peers and structured practice to build interpersonal skills.

Social Skills Training

• Explicit instruction in interpersonal behaviors—breaks down complex social interactions into teachable components like eye contact, turn-taking, and reading social cues
• Practice methods include role-playing, modeling, and performance feedback to build skills in safe, structured environments before generalization
• Essential for students with autism spectrum disorders and emotional/behavioral disabilities who may not acquire social skills incidentally

Peer-Assisted Learning Strategies (PALS)

• Structured peer tutoring—pairs students strategically so both partners benefit from teaching and learning roles during academic tasks
• Reciprocal format means students alternate between tutor and tutee roles, building skills for both participants regardless of ability level
• Increases engagement and academic achievement while simultaneously building social connections and collaborative skills

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Multi-Tiered Systems

These frameworks provide systematic structures for identifying student needs and matching intervention intensity to those needs through ongoing progress monitoring.

Response to Intervention (RTI)

• Three-tier prevention model—Tier 1 provides quality core instruction for all, Tier 2 adds targeted small-group intervention, Tier 3 delivers intensive individualized support
• Data-based decision making uses universal screening and progress monitoring to identify struggling students early and evaluate intervention effectiveness
• Dual purpose in prevention and identification—provides early intervention to prevent failure while generating data that may inform eligibility decisions for special education

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Quick Reference Table

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Self-Check Questions

1. Which two interventions both rely on tiered frameworks but target different domains (academic vs. behavioral)? What do they share in terms of underlying principles?

2. A student with autism engages in aggressive behavior to escape demanding tasks. Which intervention specifically addresses replacing challenging behavior with appropriate communication, and what must you conduct first before designing it?

3. Compare and contrast Direct Instruction and Video Modeling: What do they share in terms of instructional philosophy, and when might you choose one over the other?

4. If an FRQ asks you to recommend an intervention that builds student independence and reduces reliance on teacher-delivered reinforcement, which approach would you select and why?

5. A teacher wants to improve social interactions for a student with ASD while also boosting reading fluency. Which two interventions might she combine, and how do their mechanisms differ in building social competence?