behavior strategies to support students who are deaf / hard of hearing or have other communication...
TRANSCRIPT
Behavior Strategies to Support Students who are
Deaf / Hard of Hearing or Have other
Communication Disorders
IASSW ConferenceOctober, 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
TechnologyAppropriate 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 Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior.”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. 21-36
Elementary School Issues
Communication at HomeDiscipline at HomeSocial SkillsTransportationMissed Incidental LearningAcademic SkillsVulnerable to sexual and other abuseBehavior
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 peersDeaf 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. 21-36
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 - 45-50%
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 (www.sorenson.com)
SWCD (Social Worker Counselor Deaf)
Contact Information
Deirdre Looney, LCSWChicago Public Schools, Bell and Kinzie Elementary
Susan Martin, LCSW Chicago Public Schools, Whitney Young and Prosser HS
Cheri Sinnott, LCSWIllinois Service Resource Center www.isrc.us