Serving Deaf/ Hard of Hearing Student Behavioral Needs

Illinois Service Resource Center

Serving Deaf/ Hard of Hearing Student Behavioral Needs

A Technical Assistance Center of the Illinois State Board of Education

847-559-8195 Voice 847-559-9493 TTY 800-550-4772 Helpline (24 Hour)

Email: Internet site: www.isrc.us

Fall 2008 Edition

Data Graphing ServiceNow

Available For Deaf Students

The Illinois Service Resource Center, as part of the Data Collection Coaching service, is now able to create graphs of

behavioral data collected on students with a hearing loss.

Often, collected data is compiled in a folder or binder, and is

not aggregated in a meaningful way. By creating graphs which depict behavioral changes, educators, students, and families can track student progress and make data based decisions on the appropriateness of interventions. For more information contact ISRC at 847-559-8195.

15 Year Anniversary Pin-Up

Highlights From Previous Newsletters

Use visual strategies to assist students in the classroom (Spring, 1999)

·  Sign language “evaporates” in the air, and the child with memory or concentration problems will not retain the information

Accommodations for students with AD/HD (Fall, 2001)

·  Hyperactivity: Incorporate active responses, provide controlled physical activity, allow the student to hold something, change adult expectations

·  Impulsivity: Keep the rules in view, reward “waiting” behaviors, provide social skills training and practice, change adult expectations

·  Inattentiveness: Shorter tasks, alternate preferred and non-preferred activities, offer physical activities, support executive functions by teaching organizational skills and color-coding materials, change adult expectations

Anger Management: How to be in control and calm down (Winter, 2001)

·  Learn to identify feelings of anger (When you are angry do you feel hot, annoyed, frustrated, intolerant, etc?)

·  Leave the area (You can’t argue alone, you can’t be controlling when you are alone, you can’t hit anyone when you are alone, you can’t say mean things to people when you are alone.)

·  Cool down (go for a walk, talk about it, think it through)

·  Implement an alternative plan of behavior (don’t react, think, think, think)

Everything I Ever Needed To Know About Being a Classroom Aide (Fall 2002)

·  Solve most problems on my own and know when to ask for clarification

·  Understand the roles and responsibilities of my job and the teacher’s job

·  Have a sensitivity to diversity in culture, life styles, and value systems among the educators, students, and their families

·  Confer on a regular basis with teachers about student schedules, instructional goals, progress, and performance

·  Listen to parents to gather information about what can be done to meet the needs of the child and/or family

·  Have the ability to prepare and use developmentally appropriate materials

·  Have the ability to gather information about the performance of individual student behaviors and share it with professional colleagues

·  Communicate and work effectively with parents and other primary caregivers

Getting The School Year Off To A Bang! (Fall, 2003)

·  Tell the students what they should be doing instead of what they shouldn’t

·  Try to have the students earn special rewards rather than lose privileges

·  Don’t assume they already understand the “proper” way to behave in school or class: teach your expectations over and over again

·  Frame classroom rules in a positive way (We walk in the halls quietly)

Sensory Diet Activity Suggestions (Winter 2003)

·  Tactile – Drawing with wet or dry chalk; making mud pies; finger-painting with paint, shaving cream, or pudding; manipulating small objects such as Legos, dominoes, jigsaw puzzles, or lacing beads; working with play dough

·  Vestibular – Spinning like a top; swinging in circles on a tire; rocking in a rocking chair; jumping on a trampoline; running in circles

·  Proprioceptive – Pushing and pulling wagons; pouring beans, sand, or water from one container to another; ripping paper; pressing pegs into a pegboard; kneading dough; pushing palms together; moving through tunnels

·  Visual – Playing flashlight tag; dancing with scarves; blowing bubbles; drawing chalkboard circles using both hands; tossing beanbags; playing toss the balloon

Transition Planning Prepares Students For Adult Living (Spring, 2004)

·  For sample transition goals in the domains of Vocational, Post-Secondary Education, Residential, Community Participation, and Recreation/Leisure, visit the downloads page of www.isrc.us and select newsletters, Spring 2004 pinup

Behavior Support Tips For Deaf/ Hard of Hearing Students (Fall, 2006)

·  View flexibility and frustration tolerance as skills that students need to learn

·  Minimize the message – use short phrases to explain expectations

·  When a child is confused increase opportunities for success by providing the correct answer and then requesting that the child mimic it back

·  Predictability lessens anxiety – students respond best to consistency and routine

·  Refusals or other inappropriate behaviors may be a reflection of low self-esteem

·  View inappropriate behavior as a teaching opportunity

Points To Ponder For Student Behavior Support (Fall, 2007)

·  Provide choices

·  Teach replacement behaviors

·  Visual supports reduce frustration

·  Teach expected behaviors using the TMPR model – Teach, Model, Prompt, Reinforce