Using Data-Based Individualization to Intensify Mathematics Intervention for Students with Disabilities by Sarah Powell and Pamela Stecker. Teaching Exceptional Children , Vol 46, No. 4. This article is about a teacher who used DBI to determine a plan to help a student who was not making progress in math. DBI is a continuous process connection assessment and intervention. Teachers are continually using progress monitoring to assess student progress. The National Center on Intensive Intervention has the following principles and processes for intensive intervention: smaller steps; precise language; repeated language; student explains; modeling; manipulatives; worked examples; repeated practice; error correction; fading support; fluency and move on. Assessments were done and a program was developed which focused on improving computation with a specific goal of writing 44 digits correct in answers from 25 problems form a 5th grade level in 6 minutes. There was constant modeling, progress monitoring, use of manipulatives and smaller steps. The student also had to explain and discuss how the problems were solved. As the student became more successful, more problems were given to her to solve on her own. Progress monitoring was done with observation and informal assessments.