Behavior Strategies to Support Students who are Deaf / Hard of Hearing or Have other Communication Disorders IASSW Conference October, 2015

Factors that Contribute to Behavior Challenges Communication Language Development Social skills Family issues Isolation Mainstreaming

Issues that Impact the Students Communication/ Language Development Isolation Social Skills Self Advocacy Deaf Culture Secondary Disabilities Teachers

Communication/ Language Development Family – can’t communicate, parent grief Incidental learning No itinerary Inner monologue Early intervention – neuroscience Lipreading – “I like to eat eggs” Social bluffing – “Deaf nod” Missed information and Misinformation

Missed Information/ Misinformation Fifth grade student – asked why a girl is supposed to slap you after you kiss her; he had seen it on television. Sixth grade student - watched a lot of horror movies and would talk about how he saw a certain actor lose his arm on a movie and on another movie he had his arm again. He couldn't understand how he got his arm back.

Isolation Activity – Share with a partner a time you felt isolated/ left out Dinner table Interpreters – can only talk to other students through an adult Reverse LRE Technology Appropriate use Cyberbullying

Social Skills Incidental learning Inner monologue Bluntness among Deaf Social bluffing Visual strategies

Social Competence “Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competence. Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior.” Wauters, L., Knoors, H; Social Integration of Deaf Children in Inclusive Settings, Journal of Deaf Studies and Deaf Education, Volume 13, Number1, Winter 2008, p

Elementary School Issues Communication at Home Discipline at Home Social Skills Transportation Missed Incidental Learning Academic Skills Vulnerable to sexual and other abuse Behavior

High School Issues Isolation/ Communication with Hearing Peers Depression Self esteem Sexual Activity Learned Helplessness Transportation

Mainstreaming Social integration = ability to: interact with, make friends with, be accepted by peers Deaf children in mainstream settings often have fewer friends, less interaction with hearing peers, and are more often rejected or neglected than their hearing peers. Wauters, L., Knoors, H; Social Integration of Deaf Children in Inclusive Settings, Journal of Deaf Studies and Deaf Education, Volume 13, Number1, Winter 2008, p

Self Advocacy Requesting support (interpreters, amplified phones) Independent living skills Learned helplessness

Deaf Culture Life experience - Personal identity vs. Disability Culture criteria – Language, Art, History “Deaf people can do everything but hear” Hearing-impaired politically incorrect CODA – Child Of Deaf Adults

Secondary Disabilities Incidence rate increased 1980's – 6%, Now % Source – Gallaudet University Demographic Studies Increase in survival rate for premature infants

Teachers Resistance to change Data Collection (while teaching) How many behavioral interventions do we have to try before we can change the placement?

Cochlear Implants Still deaf Social emotional impact Avoidance of identification as deaf

Behavior Strategies Make it visual Teach, Model, Prompt, Reinforce Use less language

Resources ISRC (Illinois Service Resource Center – through State Bd. of Ed.) Videophones ( SWCD ( Social Worker Counselor Deaf )

Contact Information Deirdre Looney, LCSW Chicago Public Schools, Bell and Kinzie Elementary Susan Martin, LCSW Chicago Public Schools, Whitney Young and Prosser HS Cheri Sinnott, LCSW Illinois Service Resource Center