Division on Visual Impairments

52 VIDBE-Q Volume 64 Issue 2 teachers, family members, and other non-braille readers. So, if you are looking to infuse some braille literacy skills into your daily routine with your students, think about giving CTD a try; it is a promising practice that can potentially improve students' literacy outcomes. Figure 1. Graph of unprompted correct (closed circle) and prompted correct (open circle) responses for Alice. Break in treatment (17 days) is marked with two diagonal lines on the x-axis.

• Cover
• Message from the Editor
• President's Message
• Virginia M. Sowell Student of the Year Award: Tara Brown-Ogilvie
• Deborah D. Hatton Dissertation of the Year Award: DeEtte Snyder
• Teacher of the Year Award: Cards Holguin
• Exemplary Advocate Award: Rebecca Sheffield
• Distinguished Service Award: Laura Bozeman
• DVIDB Showcase: 16 With No Wheels: How Do We Keep Moving Forward?
• Promoting Student Engagement Through Partial Symbols and Story Boxes
• A Collaborative Model of Intervener Training
• Using Constant Time Delay to Teach Braille to Learners with Low Vision Who Read Print
• DVIDB Executive Board