Using Research-Based, High Leverage Practices with DHH Students: An Introduction

by Brittany Coffey

Buzz words such as “evidence-based” and “high-leverage” are thrown around in education, but what do they actually mean? How can we utilize them to improve practice in the field of deaf education? This presentation will provide a practical overview of these terms relevant to our work with students who are deaf and hard of hearing.
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Course Curriculum

    1. Course Handouts

    2. Using Research-Based, High Leverage Practices with DHH Students: An Introduction – Module 1 – 16 minutes

    3. Using Research-Based, High Leverage Practices with DHH Students: An Introduction – Module 2 – 16 minutes

    4. Using Research-Based, High Leverage Practices with DHH Students: An Introduction – Module 3 – 19 minutes

    5. Quiz - Using Research-Based, High Leverage Practices with DHH Students

    6. COURSE EVALUATION - Using Research-Based, High Leverage Practices with DHH Students

    7. ASHA Verification Form - Using Research-Based, High Leverage Practices with DHH Students

    8. LSLS CEU Letter - Using Research-Based, High Leverage Practices with DHH Students

    9. RID Directions for Interpreters

3 Learner Outcomes

  • Define and compare “evidence-based practices” and “research-based practices”
  • Identify and apply at least one high-leverage special education practices to deaf education (HLPs developed by the Collaboration for Effective Educator
  • Development, Accountability and Reform and the Council for Exceptional Children) Utilize at least one element from the NASDSE “Optimizing Outcomes” and the TSDHH: Critical Resource Needed for Legal Compliance” documents to support services for students who are deaf or hard of hearing

Meet Your Instructor

Brittany Coffey

Brittany Coffey's experience includes deaf education, general education, and higher education. She earned her doctorate from the University of Northern Colorado in 2019, and her master’s degree from Smith College in 2011. She has presented internationally on topics related to deaf education, especially about consultation, which is her primary research interest. Her published work can be found in The Journal of Deaf Studies and Deaf Education and the American Annals of the Deaf. She serves on the board for DCD (The Division for Communication, Language, and Deaf/Hard of Hearing) within the Council for Exceptional Children (CEC). For more information on the presenter, please visit BrittanyDorn.com