It is through a series of interviews that enables the parent-consultant cohort to adequately address the most transparent deficiency and prioritize according-ly:
“The Conjoint Needs Identification Interview (CNII is procedurally defined by prioritiz-ing and defining a primary student need, or concern, and by developing procedures for collecting behavioral information about the prioritized need…the consultant, family member, and teachers set goals for the student based on the behavioral information gath-ers during the needs identification stage… families and clinicians co-implement the plan, which is then evaluated based on student progress discussed during the Conjoint Plan Evaluation Interview (Garbacz, 2008, p 314).”
The CNII illustrates and targets particular goals for the educators and family to actuate an appropriate regiment for the student to follow. Case relevant material is compiled to further vali-date the measures that are applied upon the student in determining the child’s treatment, or ra-ther, identifying the most practical