Best Practice Evaluation of Deaf-Blind Strategies

Routine______Student______

Intervener______Evaluator______

Evaluation Date #1 ______

Evaluation Date #2 ______

This evaluation is designed to determine the extent to which a communication intervener implements skills learned in USDB Deaf-blind Division’s Intervener Training Program. Evaluator should observe and video-tape at least one complete educational routine. The evaluation section of this form is completed based on the intervener’s observable practice within the routine. Complete operational definitions and examples of each of the components of best practice are found in the accompanying table.

Some of the observable practice from this evaluation instrument will not be applicable for every student or for every routine. For example:

  • One of the components in the operational definition for item A is the student is prepared for the activity through “proper positioning.” However, this level of support is not required for all students.
  • Routines may be designed by the classroom teacher and/or other professionals. The content and the function of the routine may not be controlled by the communication intervener.
  • There may not always be opportunities for peer interaction.
  • Etc.

Evaluator must know the student and the activity beforehand to determine which of the practices should be evaluated for each situation. The evaluator determines beforehand the total number of points for each item. This number is placed as the denominator in the fraction on the far right side of the evaluation form. For example:

  • On item A the student to be observed does not require positioning for the routine being observed. So the total possible for item A is four. Four is placed as the denominator in the fraction on the far right side of the form.
  • A child is involved in a routine, but does not have the opportunity to use the product of the activity. This is beyond the control of the communication intervener. So on item C the total possible score is three. A three is placed as the denominator in the fraction on the far right side of the form.

All of the denominators need to be filled in by the evaluator familiar with the student and the routine. Then the evaluator(s) can determine the extent to which the communication intervener implements the skills from the Communication Intervener Training Program and score each item by filling in the numerator. Denominators and numerators are totaled at the bottom of the form. The percentage is figured. Inter-observer reliability is figured with the percentages.

Demonstrates the following CEC DB Intervener Skills / 1 / 2 / 3 / 4 / 5 (Best Practice) / score
A
Student is prepared for the activity
DBS4S20 & DBI4S22
DBI5S1-2, 5-10
DBI5S5-7 / Best practice techniques were not used to prepare the student for the activity / Occasional use of best practice techniques were used to prepare the student for the activity / One of the best practice techniques for preparing student for the activity was used consistently / Two of the best practice techniques for preparing student for the activity were used consistently / Prepares student by: (1) employing proper positioning techniques
(2) taking advantage of environmental cues (3) assisting the student in using land marking cues (4) Cueing the activity with a calendar system, picture, object or touch cues and/or speech. /
B
Student is made aware of who the interaction is with
DBS4S4-5
DBI5S1 & DBI5S4 / The communication intervener does not identify him/herself or others to the student. / The communication intervener is inconsistent in identifying him/herself or others to the student. / The Intervener uses a consistent method to identify him/herself and others to the child. Be aware of residual vision and hearing. Use tactile strategies such as a name sign. /
C
Student is involved in entire process of the activity (partial to full participation)
DBS4S2-3
DBI4S11& DBI4S19
DBI5S3 / The student has some participation in the activity. / The student participates to whatever extent is possible in one of the elements of the process of an activity / The student participates to whatever extent is possible in two of the elements of the process of an activity / The student participates to whatever extent is possible in three of the elements of the process of an activity / The child participates to whatever extent is possible in the entire process of the activity. This includes (1) gathering materials, (2) participation in the activity, (3) using the product of the activity and (4) cleaning up and putting away. /
Demonstrates the following CEC DB Intervener Skills / 1 / 2 / 3 / 4 / 5 (Best Practice) / score
D
Special adaptations
DBI4S7, DBI4S16, DBI4S17
DBI5S5, DBI5S6, DBI5S8, DBI5S9 / No special adaptations are made or used / Adaptations were made but not used. / Adaptations were made and/or used, but not effectively or appropriately / Either materials are adapted by the communication intervener or the communication intervener effectively uses adaptive devices provided by other professionals. /

The Intervener (1) uses techniques such as adding texture or visual detail to class materials, (2) uses the adaptive devices provided by other professionals effectively to aid the student in participating with peers and completing functional and academic tasks.

/
E
Wait time and consistent prompting
DBI4S1, DBI4S6, DBI4S18
DBI6S7-9 / No wait time or prompting are used / Wait time OR prompting are used inconsistently / Wait time AND prompting are inconsistent / Prompt hierarchy OR wait time is used consistently / Following a task request or cue, student is given (1) a consistent amount of time to respond, then, as needed, (2) given prompts in a consistent hierarchy such as beginning with a verbal request, progressing to a gesture, a partial physical prompt, and finally a full physical prompt. /

F

Activity is functional in a variety of environments

DBI4S2-3, DBI4S9 & DBI4S15
DBI5S3 / The skills of this activity are not easily generalized to other activities in the classroom or activities outside the classroom. / The activity teaches skills which can be generalized to other activities in the classroom but not to activities outside the classroom or school. / The activity teaches skills which can be generalized to other activities in the classroom and activities outside the classroom or school. /
Demonstrates the following CEC DB Intervener Skills / 1 / 2 / 3 / 4 / 5 (Best Practice) / score
G
Higher forms of communication are modeled
DBI4S1, DBI4S4, DBI4S12,

DBI6S3-9

/ The Intervener does not restate the student’s communications using a higher form of communication / The Intervener occasionally restates the student’s communications using a higher form of communication / The Intervener restates student’s communications using a higher form of communication. /
H
Student has multiple opportunities to communicate
DBI4S1-6, DBI4S10-11
DBI6S1-9 / No best practice techniques for communication are used. / The student has occasional opportunities to communicate. Two or more of the best practice techniques are used. /

The student has multiple opportunities to communicate. Techniques may include three or more of the following (1) engaging in joint attention, (2) being aware of the child’s topic of conversation, (3)pausing, (4) turn-taking, (5) giving choices, and/or (6) giving the child an opportunity to communicate needs by asking questions.

/
I
There are opportunities for peer/sibling involvement
DBI5S3-4
DBI10S2, DBI10S4 / There is occasional interaction with peers but these interactions are not directly facilitated by the Intervener. / The Intervener facilitates some interactions with peers or siblings. / Intervener consistently employs one of the best practice techniques for involving peers. / Intervener consistently employs two of the best practice techniques for involving peers. / (1) Works with peers to help them feel comfortable with the student, (2) the peers/siblings are taught how to greet the student and become familiar with the students individual communications, (3) peers are involved with the student in functional and academic routines. /
Demonstrates the following CEC DB Intervener Skills / 1 / 2 / 3 / 4 / 5 (Best Practice) / score
J
Consistent cues are used
DBI4S1, 4-5, 10, DBI4S12-16
DBI6S3-6 / No cues or symbolic systems used. / There is occasional use of cues or symbolic systems in addition to speech. / The Intervener uses consistent techniques to convey messages. In addition to speech, the Intervener facilitates communication using touch cues, object cues, gestures, pictures, or symbolic systems like sign language. /
K
Appropriate feedback is given
DBI4S1, DBI4S12
DBI5S3, DBI5S
DBI6S2-5 / Feedback is not given / Occasional feedback is given / One of the best practice techniques for providing feedback is used consistently / The Intervener consistently provides feedback about the results of the student’s actions through (1) specific language, (2) tactile strategies. /
L
The termination of an activity is communicatedDBI3S1
DBI4S12-16, DBI4S21-23 / The termination of an activity is not communicated / The termination of an activity is occasionally communicated / One of the best practice techniques for communicating the termination of an activity is used consistently / The Intervener indicates that an activity is finished through (1) speech and/or sign and (2) indicating finished with a calendar system or an anticipation system “finished” container. /
M
The activity develops concepts
DBI3S1
DBI4S2, DBI4S7-15
DBI6S1 / Some of the techniques to develop concepts are used inconsistently / One of the techniques to develop concepts is used consistently / Two of the techniques to develop concepts is used consistently / Three of the techniques to develop concepts is used consistently / (1) The activity is meaningful to the child and whenever possible, enjoyable (2) Language is attached to efforts to teach skills. (3) A variety of modes of communication are used, as appropriate.
(4) The child is allowed time to explore (visually, tactually or through listening or smelling) individually or by using hand-under-hand, or guided exploration. /
Demonstrates the following CEC DB Intervener Skills / 1 / 2 / 3 / 4 / 5 (Best Practice) / score
N
Instructional planning
DBI4S2, 7, 9-10, 16-18
DBI10S2-3 / Some of the techniques to support instructional planning are used inconsistently / One of the techniques to support instructional planning is used consistently / Two of the techniques to support instructional planning is used consistently / Three or more of the techniques to support instructional planningare used consistently / The Intervener supports instructional planning through 1) preparing and organizing materials to promote effective and consistent learning, 2) follows written lesson plans/schedules, 3) collects data and monitors progress, 4) seek clarification as needed. /
O
Professional
Practice/Collaborations
DBI4S17-23
DBI5S5-6, 8-9
DBI9S1,3
DBI10S1-3 / Some of the team building and collaborations techniques are used inconsistently / One of the team building and collaborations techniques is used consistently / Two of the team building and collaborations techniques is used consistently / Three or more of the team building and collaborations techniques are used consistently / Intervener demonstrates teaming and collaboration skills by 1) knowing the names and roles of IFSP/IEP team members, 2) fostering respectful and beneficial relationships 3) communicating and demonstrating their
role as an intervener with team members, 4) communicate and problem solve with theteam about the student’s needs as appropriate. /

Evaluation of Best PracticeDeveloped by Leslie Buchanan, USDB revised 01-2017