The Institute encourages researchers to consider what levels of intervention intensity (e.g., high intensity includes daily levels of frequent and distributed behavioral interventions in a range of problem contexts), specificity (e.g., highly specified behavioral interventions includes explicit and precise delineation of stimulus-response-reinforcing contingencies), or emphasis (e.g., academic objectives and outcomes vs. social objectives/outcomes vs. academic and social objectives/outcomes) are necessary to ensure high threshold levels of academic and behavioral performance on a range of academic and social or prosocial measures.
