Adrienne Seamans

Experienced academic professional with strong background in teaching, research, and curriculum development. Known for fostering collaboration and achieving measurable results through innovative instructional strategies and effective communication. Skilled in engaging students, developing comprehensive lesson plans, and adapting to evolving educational needs. Dependable and resourceful, with focus on enhancing learning outcomes and contributing to academic community.

• Rural Providers ECHO - University of Wyoming, 12/21, Why Are They Doing It and What Do We Do?
• Partners in Policymaking, 11/21, Positive Behavioral Interventions Is All About Communication and Relationships, Co-Presenter
• Idaho Autism Summit Un-Conference, 04/21, Tales from Both Sides of the Desk
• PAC-WEST AUCD Conference, 04/21, Family Support During COVID-19
• National Council on Exceptional Children Conference, 03/23, Increasing the Independence of Students with Disabilities in the Classroom Through Indirect Paraeducator Support, Co-Presenter
• Division on Autism and Development Disabilities National Conference, 01/24, Supporting Parents Is As Important As Supporting Students With Autism
• National Council on Exceptional Children Conference, 03/24, Lessons Learned From Utilizing Student-Led IEPs - Poster Presentation, Co-Presenter
• Idaho Council on Exceptional Children Summer Retreat. 06/24, Developing Crisis Plans for Students with Severe Behaviors
• K-12 Autism ECHO, 02/25, Developing Crisis Plans
• Blue Jeans Conference, 03/25, Supporting Parents Is As Important As Supporting Students With Autism

• Current Licensed Master Social Worker
• Current K-12 Building Administrator and Special Education Director Certificate in Idaho
• Current School Counselor Pupil Personnel Certificate in Idaho
• Current Board Certified Behavior Analyst
• Mindset Trainer Certified – 2022
• RUBI Trainer – 2022
• ADOS-2 Certification – 2022
• BASC-3 Certification - 2022
• SRSS-2 Administration Certified – 2021
• WIAT-IV Administration Certified - 2021
• Completed University of Oklahoma’s Zarrow Center’s Transition Institute – 2021, 2023
• Vineland Administration Training - 2019
• BCBA
• LMSW

• Chair of the Idaho Council on Developmental Disabilities, 2024-2026
• President of the Idaho Chapter of Council on Exceptional Children, 2025
• Content Expert for review of Chapters 8-10 of Idaho Special Education Manual, 2025
• Special Education Administration Expert for University of Idaho/WWAMI K-12 Autism ECHO, 2024-2025
• President-Elect of Idaho Chapter of Council on Exceptional Children, 2023-2024
• Finance Chair for University of Idaho Graduate Student Council, 2023-2024
• Review and score presentations for 2021 AUCD Conference, Summer 2021
• Member of Idaho Council on Developmental Disabilities, 2019-2025
• Member of AAC Special Interest Group Echo, 2020 – Present
• Member of Autism Special Interest Group Echo, 2020 - Present
• President, White Pine Charter School Parent-Faculty Association, 2017-2018
• Treasurer, White Pine Charter School Parent-Faculty Association, 2016-2017
• Idaho Judicial District Family Court Mediator, 2008-2010
• Member of Idaho Judicial District 7 Juvenile Justice Commission, 2008-2009

• Dissertation, Parent’s Perceptions of Alternative and Augmentative Communication Training Provided By Public Schools, Successfully Defended, 04/02/24
• Research Assistant, Fall/Spring 2021-2022, Center for Disabilities and Human Development at University of Idaho, Develop 5-year Plan
• Creating an Early Intervention Echo, Fall/Spring 2020-2021, Worked with Center for Persons with Disabilities at Utah State University. Helped to develop needs assessment that was distributed to early intervention providers throughout 5 states. Through results of needs assessment identified topic for first two seminars. Helped to facilitate two ECHO training seminars.
• Master’s Applied Project, Spring 2020, A Comparison Study of the Efficacy of Backward Chaining on Teaching Shoe Tying. Implemented backward chaining procedure to teach shoe tying to three participants. Wrote an extensive literature review and proposal for the research study. Completed a total task analysis on backward chaining shoe-tying procedure. Wrote a lesson plan for intervention. Used a delayed multiple baseline to collect data on successful completion by participants for each step of the procedure. Evaluated data and completed a summary of findings from the implementation of the procedure.

Scheef, A. R., Hollingshead, A., Malone, K., Sherman, W. M., Seamans, A., 

     Sabala, T., & Carson, J. (2023). Increasing the Independence of Students With 

     Disabilities in the Classroom Through Indirect Paraprofessional      

     Support. Teaching Exceptional Children, 56(2), 82–88. 

     https://doi.org/10.1177/00400599221143457