VIDBE-Q Volume 65 Issue 1
have been prepared using a university-based approach or a state
personnel development system.
The field of deafblindness has seen many changes in practice as well
as advances in technology and research. It has been ten years since the
last significant revision of the knowledge and skills sets, and the Division of
Visual Impairment and Deafblindness proposes to reexamine the sets with
an eye on evidence-based practices in the field presented below.
Evidence-based Practices in Deafblindness
Ferrell, Bruce, and Luckner (2014) reviewed research in 12 topical
areas in deaf/hard of hearing, visual impairments, and deafblindness for the
Collaboration for Effective Educator Development, Accountability, and
Reform (CEEDAR) Center, University of Florida. They calculated the level
of evidence for each identified evidence-based practice (EBP)) as being
emerging, limited, moderate, or strong, according to the evidence level
definitions provided by the Center. Since that time, the evidence levels of
some practices have been recalculated and are reflected in this document.
These EBPs are intended to guide practice, while also suggesting future
research needs. Information on the studies that correspond to each
identified EBP and the definitions of levels of evidence can be found in the
above document. Given the small size of the population and its great
