Terms

High inference

A high-inference intervention (sometimes called a “problem-solving” intervention) is planned based on determination of student needs through a problem-solving process (defining the problem, analyzing reasons for the problem, developing an intervention plan, evaluating the plan; NASDSE, 2005). In this type of intervention, the teacher is required to implement a high level of inference about the specific needs of each student since the components, materials, skills, and strategies of the lessons are organized to address specific difficulties for a student.

Low inference

A low-inference intervention (sometimes referred to as a “standardized” intervention) is one in which the instructional lessons and materials are well-defined and administered to all students, with adjustments made to accommodate student levels. In this intervention, the teacher is not required to implement a high level of inference about the specific needs of each student. Therefore, all students who receive intervention receive the same instruction based on their instructional level.