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What are interventions?

Interventions are actions and strategies put in place by a student's team at school in order to improve their progress and support them to meet grade-level expectations. They come different tiers, depending on the need presented. The tiers are as follows:

Tier 1 general core instruction- this tier includes differentiated instruction for all students

Tier 2 targeted interventions- this tier targets students who have not grasped the necessary concepts yet.

Tier 3 intensive interventions- this tier is for student who require significant intervention as compared to their peers.

Who do interventions apply to?

Interventions are put in place for students with a variety of different needs. This could include English Language Learners (ELLs), students with disabilities, students with behavioral challenges, or at-risk students.

What are some examples of interventions?

Behavioral interventions may include: behavior charts, calm-down corners, social skills groups, or check-in/check out systems.

Reading interventions may include: targeted phonics instruction, differentiated instruction through reading groups, phonemic awareness drills & games, or one-on-one reading support with an aide.

Math interventions may include: Visual models, hands-on manipulative, math fluency practices, or math games.

Where can I go to learn more about interventions?

To go more in-depth in learning about interventions, what makes them effective, and how they are implemented, read more at:

Effective Interventions in Education: Types and Examples https://www.highspeedtraining.co.uk/hub/effective-interventions-in-education/

What are some evidence-based practices for interventions?

Self-Regulated Strategy Development is a practice that involves six steps to help students develop writing strategies by integrating self-regulation skills into the writing process. This intervention caters to diverse learning needs and equips students with writing tools for the classroom and beyond.

You can learn more about Self-Regulated Strategy Development here: https://ies.ed.gov/ncee/wwc/EvidenceSnapshot/680

Cognitive Behavioral Intervention is a practice that helps students identify and overcome negative thoughts and behaviors. This intervention does so through assessment and engagement, formulation, active intervention, maintenance, and evaluation.

Learn more about Cognitive Behavioral Intervention here: https://www.appliedbehavioranalysisedu.org/what-is-cognitive-behavioral-intervention-in-the-context-of-applied-behavior-analysis/

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'Intervention'. If you work in a school, you're likely to hear the term used innumerable times a day. Now an intrinsic part of school life, interventions in education allow teachers and teaching assistants to address any gaps in a child's progress or attainment. Once a need has been identified, effective interventions can then be used to overcome any barriers in the child's learning.

In this article, we'll overview the main types of interventions in education. We'll then look at a range of strategies and practical examples that you can use when planning effective interventions for your students.

What are Interventions in Education?

In educational settings, interventions are often used to describe a focused teaching session, which is a deviation away from existing teaching practice. Interventions in schools can be one-to-one, or delivered as a group. The aims of the programme will have been carefully created by a teacher or teaching assistant based on a key area of need. For example, inference in reading, or units of time in maths. Interventions should be delivered alongside Quality First Teaching, and are often used to support children with SEND.

Many issues children face in their learning are inter-connected. It might be that a child is displaying concerning behaviour, and is falling behind academically, so each intervention needs to address each individual's specific areas of need.

As a result, some interventions are targeted, and are put in place to address a certain weakness. These interventions are likely to be more formally monitored in order to track the child's progress, whereas other interventions are more flexible, and adjust according to the changing needs of the student.

Some interventions can be costly and time-consuming. In order to be effective, there needs to be a demonstrable impact, so structuring interventions requires strategic thinking.

Types of Intervention in Schools

There are many different types of interventions in schools. Let's take a look at the most commonly used intervention strategies:

Behavioural Interventions

Collaborative Interventions

One-to-One Interventions

Classroom-Based Interventions

Social, Emotional and Wellbeing Interventions

Peer Tutoring

Metacognition and Self-Regulation

Homework

Why are Effective Interventions Important in Schools?

Interventions can be an incredibly beneficial aspect of school life.

Using a structured intervention, teachers can swiftly close progress or attainment gaps in a key area. They can also see the demonstrable impact of their practice, and share it with the child and their parents or carers.

Challenging behaviour in the classroom is one of the greatest barriers to learning. But behavioural interventions can help to address low-level behaviour, and, as a result, build relationships in the classroom, therefore improving the teaching and learning experience for the teacher and pupils.

When pupils fall behind their peers, they can begin to lose confidence. Implementing interventions can help to build a child's self-worth, as well as their academic understanding. Equally, interventions often take place in a nurturing, safe environment, which can positively contribute to students' overall wellbeing.

How Might Teachers Plan Effective Interventions?

In order to plan an effective and impactful intervention, you must first identify what it is you wish to achieve. The outcome you decide upon should ideally be monitorable, so that you can demonstrate the impact of the programme. At this stage, it may also be worth discussing any previous interventions you've used in order to unpick their success rates. If we prioritise interventions within the teaching and learning policy, then they're more likely to have a sustainable impact.

Work with a colleague to consider:

What will we be doing?

Why are we doing it?

How will we implement the intervention?

Will we be able to monitor the process, and if so, how?

And to what aim?

Once you have selected the child or children for the intervention, next look holistically at the provision in your school. What can you realistically offer? Who will deliver the session? Where? At what point in the day?

When you've addressed any logistical barriers, strategic planning will then be needed to address any challenges you may face. For example, staff may need to increase their knowledge and understanding prior to delivering a particular intervention. Keeping staff motivated and enthused will be crucial in the programme's success. Additionally, a potential challenge may be that children are involved in too many interventions, which may simply lead to students feeling overwhelmed, negating any form of progress.

Before you begin the programme of intervention, remember to organise a baseline assessment, so staff can effectively monitor the child's outcomes.

Throughout the sessions, consider how any members of staff involved will feedback on progress and target setting. And finally, when it comes to assessing outcomes, ensure you have collected tangible evidence of the intervention's impact. This could be an increased reading age, or a journal created by the child, reflecting their increased understanding of strategies they can use to improve their wellbeing.

If the intervention was a success, try to make time as a team to discuss why. Share the practice with the rest of the school, and consider whether the programme could be rolled out across other year groups.

This handy guide from the Education Endowment Foundation (EEF) allows you to compare which interventions are most impactful, based on evidence strength, impact and cost.

Examples of Classroom Intervention Strategies

Interventions in the classroom may take many different forms.

It might be that a group of children are struggling with a particular concept. The teaching assistant might then work with those particular children to spend time consolidating their knowledge of shape before they move further into the topic.

Equally, a collaborative intervention might take place in class to deepen and strengthen students' knowledge and understanding of a poet's techniques and language use.

A teacher's ability to identify early areas of need within the classroom can prevent any learning issues from becoming bigger barriers to education.

How to Create a Successful Intervention: Top Tips

1. Make it fun

Particularly important when working with Primary aged students, it is vital to grab their attention and make the learning experience memorable. You might consider getting outside and using the natural environment to practise symmetry, or use drama to analyse characters in fiction. For secondary aged students, it's also important to make it engaging, and be sure to make the purpose of the intervention clear to them, so that they can really see how it will benefit them.

In order for the students to make links between key concepts and subject areas, try and link the content to wider class learning. Consider liaising frequently with the class teacher to ensure that the content aligns with the learning objectives which are being covered with the rest of the class and try to use similar case studies or examples to those which they plan to teach.

3. Timing is key

With regard to neurodiversity, a student with ADHD, for example, may resent being taken out of a creative subject they love and excel in, in order to make progress in a subject they find challenging.

4. Personalise the sessions

Every student is unique. They all have differing areas of need, and different skills and talents. As a result, when planning an intervention, try and tap into what it is that will really spark their interest and keep them motivated.

5. Consider staff wellbeing

It is vital that staff feel supported in delivering their interventions, so check in with them frequently and show an interest in the progress they are making. They must be offered adequate training for the role, and they must be given enough time to effectively plan their sessions. The interventions should also be carefully planned into their timetables so that they are balanced and manageable, for example, staff may find a full day of back to back interventions quite overwhelming so if it is possible, try to space them out.

6. Play to your strengths

Use staff in a strategic manner by playing to their areas of strength. As a team, work out where your skills and interests would be best placed when matching staff to both subject areas and individual students. It may be that a teaching assistant has a degree in a certain subject, and would feel particularly comfortable delivering interventions in that area, so make the most of those situations!
Creating an intervention in school can seem challenging. But if the programme is created in a structured and strategic manner, the chances of it being successful are much higher. Yes, interventions involve budgets, monitoring, and data, but at the heart of every programme is the child. Effective interventions help today's young people navigate whatever challenges they may face, and your role can be crucial in helping them to reach smoother seas.
Further Resources:

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Effective Interventions in Education: Types and Examples

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Interventions in education help to address any gaps in a child's progress or attainment. We look at a range of strategies and practical examples here.

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What is differentiation?

Differentiated instruction is the practice of using different instructional methods to meet the diverse needs of the student population in the classroom. Teachers differentiate their instruction by assessing students' levels and then adapting their content and method of engagement in order to make it accessible for everyone.

Who does differentiation apply to?

Every student receives differentiation in their instruction to some extent, as it is simply teaching that is tailored to their specific level. However, differentiated instruction is especially useful for students who may be English Language Learners (ELLs), have autism spectrum disorder, ADHD, or another specific learning disability. Differentiation ensures that all students, regardless of need, are receiving instruction at their level in the classroom.

What are some examples of differentiation?

Teaching in small groups according to level

Incorporating pictures and graphics in lessons for students who need visual support

Different methods of assessment, such as presentations, essays, or recording a video

Where can I learn more about differentiation?

Check out this resource which offers more insight into differentiating content, process, products, and learning environments to fit student needs :

What is Differentiated Instruction? https://www.readingrockets.org/topics/differentiated-instruction/articles/what-differentiated-instruction

What are some high-leverage practices associated with differentiation?

Direct Instruction

Direct instruction is the practice of breaking down complex tasks into clear, specific steps and teaching them directly to students. These lessons are often scripted, have clear objectives, and require paced instruction. You can learn more about direct instruction here: https://www.nifdi.org/15/index.php?option=com_content&view=article&id=52&Itemid=27

Response to Intervention

Response to intervention is a practice that can be put in place in order to differentiate instruction. RTI offers different tiers of support that can be used for students in the classroom.

Tier one- tertiary level of prevention- universal, high-level instruction for every student in the classroom.

Tier two- targeted small group interventions for students who need more support than level one.

Tier three- intensive interventions that are specific and individualized for students with great need.

You can learn more about Response to Intervention here: https://files.eric.ed.gov/fulltext/ED526858.pdf

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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What are adaptations?

Adaptations are similar to accommodations wherein they change the way a student interacts with the material without changing the material itself. Students will still be completing work at grade level, they will simply be doing so with supports in place.

Who do adaptations apply to?

Adaptations apply to any students that need support in the typical classroom setting. This could include, but is not limited to students with cognitive, physical, emotional, or social disabilities, and those with autism spectrum disorder.

What are some examples of adaptations?

Student is allowed to give verbal answers instead of written\

Student is provided with noise-cancelling headphones to help with overstimulation

Students are tested over multiple sessions as to not get overwhelmed.

Where can I learn more about adaptations?

To learn more about how students receive accommodations, how they are implemented, and how they improve student performance, visit:

Academic Adaptation: What Are They and Why Are They Important? https://autismoutreach.ca/learningportal-programming-academic-adaptations-what-are-they-and-why-are-they-important/

What are some evidence-based practices for adaptations?

Visual supports are a practice in which images, symbols, or words are used to support students in understanding concepts and communicating information. They are most commonly used for English Language Learners (ELLs), students with learning disabilities, autism, or speech/communication impediments.

You can learn more about visual supports, why they are important, how they are implemented, and why they work at: Visual Supports within an In elusive Learning Environment https://ncse.ie/wp-content/uploads/2024/10/NCSE-Visual-Supports-Environment-Resource-01.pdf

Task analysis is a practice in which complex tasks are broken down into smaller, more manageable pieces in order to support students in completing them successfully. It makes difficult tasks more achievable and gives students the tools to become more independent.

You can learn more about task analysis, the evidence that supports it, how it is implemented at and at home, and why it works at: AFIRM https://files.eric.ed.gov/fulltext/ED595409.pdf

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POPARD - Provincial Outreach Program for Autism and Related Disorders

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Academic Adaptations: What Are They and Why Are They Important? - POPARD

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As explained in the BC Ministry of Education’s A Guide to Adaptations and Modifications, adaptations are teaching and assessment strategies designed to accommodate individual learning needs to enable students to meet the learning outcomes and demonstrate mastery (BC Ministry of Education, 2012). When planning for student adaptations, adjustments may be made to the way the

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What are accommodations?

Accommodations changes how the student learns or accesses the information in a class without lowering their academic expectations. They enable students with disabilities to participate alongside their peers.

Who do accommodations apply to?

Many students with different needs qualify for accommodations of different natures. This may include students with physical, cognitive, emotional, or learning disabilities, as well as English Language Learners.

What are some examples of accommodations?

Extended time for tests or assignments

Preferential seating

Use of manipulatives

Organizational materials such as graphic organizers

Where can I learn more about accommodations?

For more information about types of accommodations and why they are necessary for diverse learners, check out this cite.

List of Accommodations for IEPs and 504s https://undivided.io/resources/list-of-accommodations-for-ieps-and-504s-210

What are some evidence-based practices for accommodations?

Technology-Aided Instruction and Intervention- This practice allows for the use of technology such as apps, devices, speech-to-text, and other forms to assist students with disabilities in engaging in grade-level work with their peers.

Learn more about Technology-Aided Instruction and Intervention at AFRIM https://files.eric.ed.gov/fulltext/ED595410.pdf

Prompting- This practice refers to giving students verbal, visual, or physical cues to initiate or continue a task they have done before. This helps to redirect the student without providing a direct answer.

Learn more about prompting here: https://techforalllearners.weebly.com/prompting--cueing.html

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–Leeza Woodbury, with Navigator Kelly since 2020

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List of IEP Accommodations or 504 Accommodation Plan

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Your child needs extra supports in their classroom, but how do you know what to ask for on your child’s IEP or 504? Use this list as a starting point.

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What are modifications?

Modifications are a change in what the student is expected to learn or what they are assessed on. This allows students who may be unable to operate on the same level of their peers to meet appropriate benchmarks for their own abilities.

Who do modifications apply to?

Modifications typically apply to students with disabilities and are working below grade-level, or are on an alternate curriculum track. These students usually have an IEP that indicates the appropriate level for them to work on and be assessed at.

What are some examples of modifications?

A student may be expected to write one or two full sentences instead of a full paragraph or essay

A student may work on addition and subtraction while their peers work on multiplication

A student may read and summarize a different or modified text than their peers

Where can I learn more about modification?

You can learn more about modifications, what they look like, how they are implemented, and why they are useful at: What are Academic Modifications? https://www.understood.org/en/articles/modifications-what-you-need-to-know

What are some evidence-based practices associated with modification?

Explicit instruction with content modification is a practice in which teachers explicitly teach a new concepts step-by step at the level on which the student is operating.

Take a look at this resource to learn more about explicit instruction: What is Explicit Instruction? https://www.understood.org/en/articles/what-is-explicit-instruction

Differentiated instruction is a practice in which the educator adjusts their instruction to meet the needs of all students in the classroom. Oftentimes this will be done through the implementation of small groups, in which modifications to the curriculum can be made for those students who need it.

You can learn more about differentiated instruction and its implementation here: Differentiated Instruction https://www.learninga-z.com/site/company/what-we-do/differentiated-instruction?srsltid=AfmBOopwFbNnlBzjlfSoAONhhSgukAKREOXQZckgVptq-HyBUtT2OvFE

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By Andrew M.I. Lee, JD

At a glance

An academic modification is a change to what a student is taught or expected to do in school.

An example of a modification is less homework or easier assignments.

Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy.

School can be a challenge for kids with IEPs and 504 plans. And when they struggle, one possible response is to give them less schoolwork or simpler assignments. This is called an academic modification. A modification is a change to what a student is taught or expected to do in school.

While modifications can make school easier for kids, they can have serious drawbacks. Watch an expert explain more about modifications.

All public schools have academic standards for what kids are expected to learn in each grade. These apply to reading, math, and other subjects. For instance, third graders are usually expected to learn multiplication.

Modifications change these expectations. They're typically used when a child has trouble keeping up in school.

Take a third grader with math challenges who hasn't mastered addition. A school may offer a modification that keeps the child working on addition, while the rest of the class moves on to multiplication. Or the child could have fewer test questions or less homework. (See other examples of modifications.)

Modifications are controversial. It's true that they can make school less of a struggle for students, including kids who learn and think differently. But the result may be that kids learn less than their peers. They may fall behind on important skills. Over time, this can put them at a big disadvantage.

Dive deeper

Deciding whether to use a modification

Alternatives to modifications

Tell us what interests you

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Melody Musgrove, EdD served as director of the Office of Special Education Programs (OSEP) in the U.S. Department of Education.

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An academic modification is a change to what a student is taught or expected to do in school. An example of a modification is less homework or easier assignments. Before using a modification, it's often better to try changing how a child learns, or try using a different teaching strategy.

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What is specially designed instruction?

Specially designed instruction refers to when teachers tailor instruction and how it is presented to target the needs of specific children with disabilities to help them reach their learning goals. These needs and goals are set forth by the child's Individualized Education Plan (IEP).

Who does specially designed instruction apply to?

Specially designed instruction can be implemented with any student who has an IEP. It is implemented in order to help them reach their learning goals which are identified in their IEP.

What are some examples of specially designed instruction?

Pre-teaching vocabulary

Chunking tasks with checklists

Using manipulatives

Where can I learn more about specially designed instruction?

You can learn more about specially designed instruction, how it is achieved and monitored, and it's benefits at: Specially Designed Instruction https://www.uft.org/teaching/students-disabilities/specially-designed-instruction

What are some evidence-based practices for specially designed instruction?

Systematic and Explicit Phonics Instruction is a practice in which the instructor uses clear and unambiguous language to teach phonics principles to students with reading difficulties. It benefits the student as it does not leave any confusion or ambiguity in instruction. Learn more about it here: https://fivefromfive.com.au/phonics-teaching/essential-principles-of-systematic-and-explicit-phonics-instruction/

Cognitive Strategy Instruction is a practice in which the educator guides the students through new concepts by teaching them how to think about their own thinking and develop step-by-step strategies for learning. Learn more about it here: https://www.teachingld.org/wp-content/uploads/2019/08/original_Alert19.pdf

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The delivery of specially designed instruction is the core job responsibility of special education teachers.