VIDBE-Q Volume 67 Issue 4
Additionally, there is anecdotal testimony that the heavily text-based design of the
OHOA modules can be taxing, if not impossible to complete for participants whose
first language is not English, including Deaf people whose primary language is
American Sign Language.
One of the many goals that each SDBP is charged with is to build local
capacity within their state, specifically around interveners and intervener training
(as clearly noted in the 2018 NIA for SDBPs). This is done mostly through the
provision of technical assistance (TA) and training. What respondents have
indicated is that, despite their state-level involvement, they have each constructed a
well-thought-out process, including research on implementation science, in order
to meet this demand. Some projects have implemented the use of detailed TA
agreements that outline the commitment and fiscal contribution of all parties.
Ultimately, SDBPs are finding successful strategies to implement intervener
training and systemic change. However SDBPs are working with funding resources
that are stagnant, a budget that is less than adequate, minimal staffing, and a lack
of state and federal level mandates.
Each SDBP is required to report progress in the Annual Performance Report
(APR), specifically on interveners in their respective state/territory. In order to do
this accurately and while maintaining the fidelity of the grant, SDBPs take
measures to ensure stakeholder input and direction. Many do this by distributing
