Serving Deaf/ Hard of Hearing Student Behavioral Needs The ABCs of ISRC: Access to Resources and Behavior Support for Children who are Deaf and Hard of Hearing

 Funded by Illinois State Board of Education ◦ Federal IDEA Funds  Statewide Service and Resource Center  Partner of Illinois Statewide Technical Assistance Collaborative (ISTAC)  Established 1993 by HI/BD Board  Part of Illinois School Code

 Resources ◦ Newsletter ◦ Digital Update ◦ Resource Directory

 Resource Library ◦ Over 1200 items ◦ Books, DVDs, Games ◦ Materials mailed with return postage ◦ Materials for educators, families, students ◦ Deaf Culture, sign language, behavior, ASD, AD/HD, social emotional, parenting, teens

ASL Literacy Packets

Schools/ Educators  Individual student support  Home-School Teams  Data collection coaching  DHH Behavior Teams  E-Learning Academy  Classroom Management Mentoring  Model Classroom Recognition  School-wide positive behavior support

Students  Deaf Student Network ◦ Deaf Can Do It Community Service Day ◦ Leadership Day  Deaf Awareness Day  Advocate of the Year Essay Contest

Parents/ Families  Home visits  Home-School Teams  Parent Connections newsletter  Parent Facilitators – increase parent involvement  Crisis intervention  24 hour helpline

GoalIdeasWhat I did Parenting Establish behavioral expectations at home - Consistent expectations, terminology, and reinforcements/consequences at home and school. - Investigate technology, i.e. alarm clocks Communicating Develop format to share information about your child with the school Notebook, brochure, PowerPoint, All About Me Volunteering Identify volunteer opportunities and participate Attend open house, look at newsletters and websites, find out what volunteer opportunities are available, and pick one or more. Learning at home Provide opportunities to enhance learning from school. - Establish regular time for homework. - Know what your child is studying in school - check school website for resources, read newsletters, be involved in communication with teacher. Decision making Have a voice in policies, practices, and programs at school. Join parent groups, advisory councils, and committees - Participate in your child’s IEP Team meeting Collaborating with the community Be aware of and utilize services and resources in the community. - Attend special recreation programs and camps - Attend library events - Attend school events, such as Parent Cafés. - Participate in community service projects DHH Parent/Family Involvement Checklist Elementary School (Ages 5-10)

Responsible: Pick up toys Responsabilidad: Juntar juguetes Responsible: Hang up coat Responsabilidad: Cuelga la chamarra Respectful: Use kind words Respeto: palabras amables Respectful: Keep hands to self Respeto: Mantener tus manos hacia si mismo Safety: Wash hands Seguridad: Lava las manos Safety: Keep the floor clean Seguridad: Manener el piso limpio Behavior at Home/ Comportamiento de la Casa

Parents Behavior Intervention Database

Why is behavior important?  Problem behavior continues to be the primary reason why individuals in our society are excluded from school, home, recreation, community, and work.

 Teach  Model  Prompt  Reinforce Photo of magic wand inserted here

Teac hing wha t you WAN T Don’t WantWant (and how) Up too late delay breakfast or school To bed late still preparing or just chatting Back talk disrespect to parents Horseplay touching others or property Kicking/hitting aggression and out of control

4 to 1 Positive to Negative

4 positive 1 negative

 Social Emotional Learning Standards – 2004  Multiple Tiers of Behavior Support  Services and Resources at all three tiers of Response to Intervention Model ◦ Universal – School-wide, Classroom-wide ◦ Secondary – Check In Check Out ◦ Tertiary – Individualized onsite student support

Academic SystemsBehavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Multi-tier Model of Service Delivery

Use your TeMPR Develop ways to Teach, Model, Prompt and Reinforce expected behaviors

Illinois Service Resource Center 3444 W Dundee Rd. Northbrook, IL Cheri Sinnott