VIDBE-Q Volume 67 Issue 4
credentialed. This has been a very successful and key piece to the quality of our
services.
An important part of our service is the collection of child outcome data. The
three students on our caseload who have had intervener services the longest have
shown the most significant progress. Child outcomes are measured based on daily
intervener service logs and data collection on student progress. Much of the data
focuses on communication/language levels, class participation, number of prompts
needed, level of independence, and IEP goal progress. Some data can be
customized to a student's specific goals in order to explicitly demonstrate their
growth to their IEP teams. All of the students we have served have shown some
level of progress in their receptive and expressive language development.
In April of 2018, we began serving a four-year old student who had very
minimal language. The student verbally communicated simple words with
prompting such as "Hi," "No," and, "All done," and always referred to himself in
the third person. Spelling his name was very challenging for him. The student had
just begun learning to tactilely read the braille letters G, L and A. After four years
of consistent intervener services, this student currently aces every spelling test he
types out in braille, reads full books using his CCTV, correctly speaks in first
person, and has turned out to be quite a chatty young boy. Because this student has
had full access to his environment and curriculum with the support of an
