Understanding the Role of the DB Intervener

Interveners are not just for students who are deafblind.

• True

• False

Training and competencies in order to become a deafblind intervener are comparable to those required to become a paraprofessional. 

• True

• False

The role of the intervener was birthed from the rise in numbers of children who became deafblind as a result of the ___________ outbreak.

• influenza

• COVID

• rubella

• chicken pox

Whereas an intervener is a person, intervention is a ___________.

• necessity

• process

• strategy

• feeling

A deafblind intervener should be included in which of these processes? (select all correct answers)

• lesson planning

• in-the-moment adaptations

• IEP planning and meeting

• introducing an activity or materials

Interveners are in a unique position to get to know a student's _______

and have ________that other relationships cannot mirror.

• facial expressions,

  patience

• medical needs, dependence

• learning style, fun

• signals, trust

Which of these is NOT one of the four factors of deafblindness as described by Beth Kennedy, presenter in the webinar?

• communication

• anticipation

• information

• confirmation

What did the presenter use as an analogy to illustrate the missing gaps in concept development that are common in learners with deafblindness?

• swiss cheese

• a canoe

• an insurance seminar

• a ladder

In the context of working with a student with deafblindness, _________ is doing with, not for.

• teaching

• partnership

• therapy

• intervention

There are no developmental assessments that have been normed for students who are deafblind as of the date of this webinar (10/12/21), therefore the intervener should be utilized during the process of assessment to get the most accurate information possible on the student's level of functioning.

• True

• False