VIDBE-Q Volume 67 Issue 4
know interveners are critically important for children and youth who are
deafblind.
Terry Robinson, Virginia
I became "Kenny's" intervener when he entered 6th grade. He
communicated mainly through behaviors. Through the Intervener Training
Program at Utah State University, I learned to develop and implement the use of
calendar systems, set predictable routines, and make visual lists and charts that
incorporated time and anticipation. Once Kenny grasped these concepts, he began
to flourish. Calendar systems and routines were only the jumping off place, and
Kenny continued to make progress. All of the interventions that I used with Kenny
were a direct application of strategies and skills I gained from my intervener
training coursework. I received the National Intervener Credential and consider
myself to be a competent and successful intervener.
Amie Abernathy, Texas
Since 2016, I've had the pleasure of working with my student who is
deafblind mainly in her home environment, as a one-on-one home health aide. The
deafblind world was something very new to me, and I learned while working with
her. I attended all of her therapies and doctor's appointments, gathering information
along the way, and learning something new about her each and every day. From
