Table of Contents | RECREATING W/PURPOSE

DBI.1.S1: Adhere to the identified code of ethics and promote ethical practices, including confidentiality across all settings.
DBI.1.S2: Engage in professional development specific to deafblindness and related topics based on the needs of the student being served.
DBI.1.S3: Participate in team meetings and professional dialogue about the needs of the student.
DBI.1.S4: Engage in self-reflection and self-assessment, identifying strengths and areas for improvement.
DBI.1.S5: Explain the intervener role and process of intervention as one to provide individualized support, optimal access to opportunities for receptive and expressive communication, peerto-peer interactions, and the development of shared meanings, concepts, and skills.
DBI.1.S6: Follow policies and procedures at classroom, school, community, and district levels.
DBI.1.S7: Establish and maintain personal boundaries.
DBI.1.S8: Consider one’s own knowledge and skills when accepting work with specific students and ask for support when needed.
DBI.1.S9: Engage in culturally responsive practices by demonstrating respect for students and colleagues from culturally, linguistically, and ethnically diverse backgrounds.

Standard 2: Understanding & Addressing Each Individual's Developmental & Learning Needs

DBI.2.S1: Use and maintain amplification, cochlear implants, and assistive listening devices as directed.
DBI.2.S2: Use and maintain glasses, low vision devices, and prostheses as directed.
DBI.2.S3: Maximize the use of residual vision, hearing, and touch across multiple environments.
DBI.2.S4: Implement tactile strategies based on student needs to support inclusion, learning, and interaction.
DBI.2.S5: Encourage and support the individual’s use of their senses to supplement learning, including gustatory, olfactory, proprioceptive, and vestibular.
DBI.2.S6: Utilize strategies that support the development of body awareness, spatial relationships, and related concepts.
DBI.2.S7: Make adaptations consistent with the cognitive, physical and medical needs of the individual as directed.

Standard 3: Demonstrating Subject Matter Content & Specialized Curricular Knowledge

DBI.3.S1: Adapt and provide access to general education and deafblind specific curricula for instruction of academics, related arts subjects, physical education, and the expanded core curriculum under teacher direction and supervision.
DBI.3.S2: Facilitate the use of calendar systems and other tools for transition and communication across educational environments.
DBI.3.S3: Use student preferences to adapt curricular content as directed.
DBI.3.S4: Provide opportunities for the student to generalize and maintain knowledge and skills across environments.
DBI.3.S5: Create and implement the use of adapted books and other learning materials as directed.
DBI.3.S6: Provide positive reinforcement and feedback to the student to increase engagement and progress across curricular content.
DBI.3.S7: Use of specific adaptive equipment as directed by related-service specialists.
DBI.3.S8: Promote the use of sighted guide, trailing, and protective techniques and reinforce travel strategies and the use of mobility devices as directed by the O&M Specialist.

Standard 4: Using Assessment to Understand the Learner & the Learning Environment for Data-Based Decision Making

DBI.4.S1: Collect data and monitor progress as directed.
DBI.4.S2: Provide input, observations, and support to the assessment team before and during assessment.

Standard 5: Engaging in Professional Learning & Practice within Ethical Guidelines

DBI.5.S1: Provide consistent opportunities for students to respond and express themselves before, during and after learning activities using preferred communication modality.
DBI.5.S2: Apply child-guided instructional approaches.
DBI.5.S3: Provide 1:1 intervention varying the level and intensity of input to reinforce and support student engagement, self-regulation, and learning.
DBI.5.S4: Reinforce concepts that are typically learned incidentally that are necessary to engage fully in instruction.
DBI.5.S5: Use routines and functional activities as learning opportunities.
DBI.5.S6: Use supportive touch to facilitate memory and enhance learning.
DBI.5.S7: Provide environmental information across all settings.
DBI.5.S8: Assist the individual with deafblindness to organize sensory information and orient to space and objects across all settings.
DBI.5.S9: Implement routines to support students’ anticipation, motivation, communication, and security.
DBI.5.S10: Utilize positioning, environmental modifications, and identified assistive technologies to increase student engagement, and opportunities to respond.
DBI.5.S11: Use strategies to promote turn-taking.
DBI.5.S12: Make adaptations and offer supports for tactile skill development.
DBI.5.S13: Use strategies to elicit, enhance, and expand receptive and expressive communication in all contexts and activities.
DBI.5.S14: Implement recommended augmentative and alternative communication systems.
DBI.5.S15: Promote opportunities for communication with a variety of peers and staff.
DBI.5.S16: Implement modifications and accommodations as specified on an IEP/IFSP.
DBI.5.S17: Implement strategies that support IEP transition goals to adult roles, including employment, higher education, and community participation based on the student’s interests with the support of the team.
DBI.5.S18: Facilitate language and literacy development as directed by certified professionals.

Standard 6: Supporting Social, Emotional, & Behavioral Growth

DBI.6.S1: Establish and maintain a trusting relationship with the individual.
DBI.6.S2: Use a range of preventive and responsive practices, documented as effective to support individuals’ social, emotional, and educational well-being.
DBI.6.S3: Facilitate direct learning experiences.
DBI.6.S4: Observe, identify and respond to communicative behavior and intent.
DBI.6.S5: Facilitate independence and interdependence for the individual in performing tasks, solving problems, and self-advocating.
DBI.6.S6: Provide and reinforce instruction in the areas of daily care and self-help.
DBI.6.S7: Apply appropriate prompting system, reinforcement, and other behavioral principles that are supportive to the individual.
DBI.6.S8: Apply appropriate prompting system, reinforcement, and other behavioral principles that are supportive to the individual.
DBI.6.S9: Use sensory integration strategies as directed to support self-regulation.
DBI.6.S10: Use strategies that promote the individual’s independent and safe movement and active exploration of the environment as directed.
DBI.6.S11: Promote social interactions and the development of meaningful relationships with an increasing number of people.

Standard 7: Collaborating with Team Members

DBI.7.S1: Articulates the role of the intervener, including the differences between interveners, paraeducators, interpreters, aides, caregivers, and special education assistants.
DBI.7.S2: Ongoing communication about the goals of lessons with team members and supervisors as needed.