Title: Interveners at Work

[Visual Description]
A young boy sits in his intervener’s lap. She holds a duckling. In front of them is a large pool of water. She guides his hands to touch the duckling. The duck struggles for a moment then nibbles his hands. 
She places the duck back in the water and it swims away. She tries to pick up another duck, but it avoids her hands.  

INTERVENER:
He's wet.
Is he wet?
That's his foot.That's his foot.
His leg. Touch his leg, yeah.
He's got funny toes.
Look at his toes.
You feel his toes, yeah.
OK. It's alright ducky.
Is he going to nibble your fingers?
Put your fingers out.
Will he nibble your fingers?
Oh, look there.
Scared. The ducks are scared.
[ Background Talk ]
Oh, they don't like us.
[ Laughter ]

[Visual Description]
A young girl sits in front of her intervener. Her intervener hands her a small card and using sign language instructs her to read the card.
She hands her another card and signs “or” the student looks closely at the card and the intervener then signs “rest.”


[Visual Description]
Lauren stands next to her intervener who combs Lauren’s hair. The intervener puts the comb into Lauren’s hand and supports her while she combs her own hair.
[ Background Noise ]



INTERVENER:
You do it.
[ Background Noise ]
Good. Comb.
Comb.
[ Background Noise ]
Comb. You do it.
Lauren's turn.
You comb. Oh.
[ Background Noise ]
Combing my hair.
Comb. Comb.
Comb. OK. What's next?

[Visual Description]
Lauren stands in front of her intervener. The intervener holds a toothbrush in both of Lauren’s hands and simulates brushing her teeth.
She puts the toothbrush in Lauren’s hands, she opens a tube of toothpaste and let’s Lauren smell it before putting it on the toothbrush. 

[ Background Noise ]

INTERVENER:
We're going to brush, brush, brush.
[ Background Noise ]
Toothbrush.
Brush.
[ Background Noise ]
And toothpaste.
Smell.
[ Background Noise ]
Let's brush our teeth.


[Visual Description]
A teenage boy sits in front of a computer, his intervener stands beside him, speaks to him and points to a piece of paper, in response the student draws on the paper. 

INTERVENER:
What are we graphing on our first line?
Right here.
What is this?
We did this one, this one, and this one.
Those are all width, right?
So you need to make a key here, and put,
like, a little square.