Date Created: 6/20/2016
Posts: 1
Brooke Buchanan Barnhill has worked in the field of Special Education for over 10 years. She earned her BA in Psychology, her M.Ed in Special Education, specializing in Deafblindness, and is currently working on her PhD at the University of Utah . Over the years, Brooke has had the pleasure to work in a variety of roles within the field of special education. She has worked as: a 1-to-1 aide to children with autism, a parent adviser in early intervention, a special education classroom teacher, a district wide teacher, and as a statewide deaf-blind educational consultant. Brooke found that each new opportunity has brought more questions on how to best serve those that she worked with and is excited to continue her education as a scholar in the National Leadership Consortium in Sensory Disabilities (NLCSD). Brooke’s main areas of interest include; early intervention to support families of infants and children who are deaf-blind, language acquisition for individuals with multiple impairments including sensory loss, and how to best teach care providers and educational teams to carry out best practices with fidelity. She hopes that her studies will yield results that not only answer important questions but also provide resources that may help parents and teachers implement meaningful change in the lives of individuals who have disabilities, including deafblindness.
Meeting a new student and educational team.
My former job as a statewide educational consultant (to support children who are deafblind, their families and school teams), often meant that I was called in to work with children and teams that I ha...
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The only way I know that he wants something is because he fusses or whines when he's unhappy or uncomfortable, and he smiles, makes noises or calms down when he's happy and comfortable. Does this statement describe your child?
She doesn't come to me to let me know what she wants, but it's easy for me to figure out, because she tries to do things for herself. She knows what she wants, and her behavior shows me what she wants. If she runs out of something to eat, she will just try to get more, rather than trying to get me to give her more.
Does this statement describe your child?
He knows how to get me to do something for him. He uses some of the kinds of behaviors below to communicate:
Does this statement describe your child?
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
– Does this independently most of the time when the opportunity arises
– Does this in a number of di erent contexts, and with di erent people
– Does this inconsistently
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Only does this when prompted or encouraged to do so. Only does this in one or two contexts or with one person.
Each question you will see is related to a certain message that your child might be able to express using a variety of behaviors. Read the question and decide whether your child is able to express the message described using any of the listed behaviors. If the answer is YES, then you must also decide whether your child has mastered the use of each behavior or whether it is still at an emerging stage. Check either the mastered or emerging box next to any behaviors your child uses to express the message. Use the following definitions to decide whether a behavior is mastered or emerging
