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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: isrc@isrc.us Internet site: isrc.us

Spring 2011 Edition

ISRC Recognizes DHH Behavior Support Teams At Four Levels

The Illinois Service Resource Center provides quarterly training to 25 Deaf/Hard of Hearing Behavior Support Teams from around the state. Recent presenters have included Bryan Miller from Gallaudet University, Laura Riffel of , and Rick Van Acker of University of Illinois at Chicago. Participating teams review students at the local level and serve as behavioral coaches for their educational teams. Contact ISRC for more information.

2011 ISRC DHH Behavior Support Team Recognitions

Level 4

Attend all 4 trainings per year, Score 50 or higher on DHH Behavior Support Team Checklist, Team meets monthly outside of trainings, Team presents on behavior topic at school or coop, BIPs reviewed with Van Acker criteria, Walk-thru forms are utilized

Exceptional Children Have Opportunities (ECHO)

Low Incidence Cooperative Agreement (LICA)

Plainfield School District 202

Southwest Cooperative

Level 3

Attend at least 3 trainings per year, Score 40 or higher on DHH Behavior Support Team Checklist, Team meets quarterly outside of trainings, Team presents on behavior topic at school or coop

Child’s Voice School

Eisenhower Cooperative

Level 2

Attend at least 2 trainings per year, Score 30 or higher on DHH Behavior Support Team Checklist, Team meets at least twice yearly outside of trainings

Children of Peace

Hinsdale South High School

John Kinzie School

Northern Illinois Association (NIA)

Level 1

Attend at least 2 trainings per year, Complete DHH Behavior Support Team Checklist

Homer School District 33C

SPEED Cooperative

Deaf Culture Modules On Website

The Illinois Service Resource Center website, isrc.us, now includes Deaf Culture lesson plans for educators. These lesson plans were developed by teachers attending the conference of Illinois Teachers of Deaf and Hard of Hearing Individuals (ITHI). To view the lesson plans on the website, see the Educator section on the Downloads page.

The modules include:

• E.I./PreK - Awareness of others who are DHH

• E.I./PreK - Self Identity, Communication Modes

• Elementary - Growing Up with a Hearing Loss

• Jr. High/High School - Christy Smith/Survivor

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Theory of Mind

This information was compiled in a collaborative effort between ISRC and Illinois School for the Deaf Outreach

What is Theory of Mind?

The ability to:

• understand how other people think and feel

• infer or predict the thoughts, beliefs, desires or intentions of other people

• interpret what people say or make sense of their behavior

• predict what other people will do next.

Individuals with Theory of Mind challenges may exhibit:

• inability to negotiate friendships by reading and responding to intentions

• inability to detect a speaker’s intended meaning

• inability to anticipate what others might think of one’s actions

• inability to understand misunderstandings; inability to deceive or understand deception

• inability to understand the reasons behind people’s actions

• inability to understand “unwritten rules”

• insensitivity to other people’s feelings

• problems understanding the perspectives of others

• lack of understanding that behavior impacts how others think and/or feel

• difficulty understanding that other people may have different values, understandings and beliefs

• difficulty explaining and predicting the behaviors and/or emotional states of themselves and others.

Children who are deaf or hard of hearing, who have hearing parents, are often delayed in their development of Theory of Mind. The delay is impacted by their lack of incidental learning and lack of experience with social interaction, language, and conversation.

Delays in the development of Theory of Mind can impact a child’s social skills, ability to engage in social reciprocity, and ability to respond to others appropriately.

What are some strategies for helping to develop Theory of Mind?

• Teach the child effective communication strategies (e.g., signing, voice, pictures, etc.)

• Teach emotion words often like love, hate, want, don’t want, sorry, jealous, pity, afraid, angry, etc. using photographs, emotions posters, or “feeling faces” as examples

• Teach as you read to the child by naming and discussing the emotions felt by characters in stories and repeat the same stories later to see if the child can identify the emotions

• Describe a time when you felt the same way as the character in the story and discuss the feeling

• Read books that show differences in perspectives of the same thing (e.g., crying baby is hungry vs. crying baby is spoiled; I prefer lime sherbet vs. you prefer vanilla ice cream)

• Expose the child to situations that promote learning through Problem Solving like asking the child what to do if he/she can’t find mom in a store, can’t reach a cabinet, car won’t start, etc.

• Read stories that promote problem solving

• Help the child to identify ways to calm himself or herself (e.g., breath deep, count in head, talk to adult, write down feelings, learn to accept, go wash hands to calm down, etc.)

• Discussing feelings like anger, frustration, patience, understanding, etc.

• Discussing the rules of the home or dorm or classroom occasionally for review

• Describe things that the child does well

• Describe situations in which the child feels confident

• Ask the child to demonstrate a special skill or talent

• Ask the child to describe situations in which someone would need help

• Ask the child to give an example of a personal goal

• Ask the child to give an example of an academic goal that he or she could set

• Help divide a goal (or unwanted task) for the child into manageable steps

• Identify verbal, physical and situational cues that indicate how others may feel

• Show how one’s behavior can affect others

• Express empathy to others often in front of the child

• Discuss prejudice (e.g., stereotyping) with the child

• Demonstrate respect for individuals from different social and cultural groups

• Read stories that include deception and discuss it as you read

• Discuss the words “fib”, “lie”, “not true”, “trick”, “teasing”, “deception”, “misunderstand”, etc.

• Tell a story where someone deceived you in the past and discuss the consequences

• Ask the child to tell you the next time someone tries to “trick” them.

• Discuss a behavior you would like to change and point out to the child that you have developed steps to change the behavior

• Model behaviors used to make and keep a friend

• Model cooperative behaviors (i.e., sharing)

• Model “group” effort

• Model steps to resolve conflict constructively

• Model negotiating skills

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- ISRC Review Page 2 -

Review

A Note from the Director:

Teamwork is at the core of most activities of the Illinois Service Resource Center. DHH Behavior Support Teams, Home-School Teams, IEP Teams and, of course, the ISRC Team, are the focus of daily efforts. While it may take a village to raise a child, it certainly requires a team, or a team of teams, to educate one.

This year the ISRC introduced the DHH Behavior Support Team recognitions. These teams attend ISRC trainings four times per year, and serve as a resource at the local level in the support of behavior of students who are deaf and hard of hearing. (More info-Page 3.)

Some of the teams served by ISRC focus on school-wide or classroom-wide support, and some have a focus on behavior support for individual students. Many of these students have a secondary disability, in addition to their hearing loss. The issues and challenges for these students is wide ranging. However, some common elements include delays in communication, social skills, and behavioral development. Theory of Mind is another component of development that poses a challenge for these students. (See article on page 1 and Pin Up.)

A clever marketing individual identified TEAM as an acronym for Together Everyone Achieves More. It may be corny, but it is certainly true.

Cheri Sinnott, LCSW

ISRC Director

Learn more about services and resources available from the ISRC isrc.us

In This Issue

Page 2. Student Behavior Improves With ISRC Support

Page 3. DHH Behavior Support Teams Recognized

Page 3. ISRC E-Learning Academy Adds New Modules

‘Deaf Plus’ Students Need Support

Many students receiving support in Deaf and Hard of Hearing programs have additional disabilities such as autism, Down syndrome, learning challenges, or emotional behavioral disorders. Often these students are referred to as ‘Deaf plus.’

Some common challenges for these students arise from the interdependence between communication, social skills, and behavior. Many students who have low levels of communication do not learn how initiate and reciprocate social interactions. In a cyclical fashion, this leads to fewer of these interactions, resulting in a lack of opportunity to practice the skills.

In many cases these students have challenges with learning to interpret facial expressions. If the student has a secondary disability of Autism Spectrum Disorder, there can be a lack of eye contact which further exacerbates this situation.

An important component of socialization is the ability to recognize that other individuals have different thoughts and experiences than ourselves. This concept is known as Theory of Mind (ToM). Children who are deaf and hard of hearing master the components of ToM at a slower pace than their hearing peers. The delay is impacted by their lack of experience with social interaction, language, and conversation. For more information on ToM see the Pin Up in this issue of ISRC Review.

ISRC provides support for families and educational teams of students in the ‘Deaf plus’ category. For more information on these services and resources, contact ISRC at 847-559-8195 or isrc@isrc.us.

- ISRC Review Page 3 -

ISRC Team

|Cheri Sinnott, LCSW |Director |

|Dr. Steve Vaupel |HI Behavior Specialist |

|Dr. Daniel Friedman |Psychologist |

|Raven Stromek |HI Behavior Specialist |

|Morgan Hansen |Librarian |

|Debi Terfruchte |Parent Facilitator – CE |

|Sonia Sage |Parent Facilitator – CW |

|Cathy Lyons-Guidish |Parent Facilitator – S |

|Denesha Williams |Administrative Asst. |

|Todd Williams |ISBE DHH Consultant |

|Debra Kunz |ISBE Consultant - ISTAC |

ISRC fiscal agent - Center on Deafness

Student Behavior Improves With ISRC Intervention

ISRC Behavior Support Recognitions Presented At ITHI Conference

The Illinois Service Resource Center presented Behavior Support Recognitions at the conference of Illinois Teachers of Deaf and Hard of Hearing Individuals (ITHI). Awards were presented at three levels: Individual Student, Classroom, and Beyond the Classroom. Winners in each category received a gift card to be used for educational materials. Applicants were required to submit a description of the intervention and data.

Individual Student – Jill Schewe of Rockford NIA implemented an intervention to address a student who exhibited disruptive behavior in class with a function of escaping from work and obtaining attention from peers. The student was able to earn “time tickets” which were exchanged for choice time.

Classroom – Linda Mathias Kaskel of LICA utilized a social skills curriculum from the ISRC Library to help young students build critical social and school-readiness skills using visuals, puppets, and lesson scripts.

Beyond the Classroom – Lori McAndrew and Kathy Dmochowski of Hinsdale South High School developed a Queen Bee lunch program (the school mascot is the Hornet). This started out as a lunch two times per month, and became an after school club. The focus of the group is to address relational aggression issues, encourage and teach appropriate communication skills, teach empowerment and respect, and have fun.

ISRC Trivia Question

In 2007, approximately what percentage of Illinois children who were designated as having a hearing impairment also had at least one other educational designation?

The first person to respond correctly via phone at 847-559-8195 or via e-mail at isrc@isrc.us will win a $25 gift certificate to Walmart for educational materials.

***Congratulations to Karen Aguilar of Glencoe for being the first to respond correctly to the Fall 2010 trivia question:

What are two differences between individuals who are deaf and individuals who are hard of hearing?

Karen’s response:

1) Cultural: for an individual who is deaf, or Deaf, they would consider themselves almost always part of the Deaf Community, with ASL as their language of choice. For an individual who is hard of hearing, they would identify themselves with the "hearing" community, use personal technology (although these days, many Deaf do as well) and identify with the hearing community.

2) Medical: the medical/audiological definition, where an individual who is hard of hearing would have a mild hearing loss and a deaf individual would have a profound hearing loss.

 

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Free CPDUs - New Modules Added

The Illinois Service Resource Center online E-Learning Academy offers free CPDUs to educators. The ISRC E-Learning Academy users do not need to sign-up ahead of time or wait for a course to be offered. The modules may be completed at your own pace on the ISRC website isrc.us under the Training tab. The collection of online modules is always expanding so check back often to find the latest offerings in free professional development.

Many of the modules are based on recent Deaf/ Hard of Hearing Behavior Support Team trainings. If you missed the training feel free to keep up and earn the CPDU’s online. The corresponding training dates are listed below.

New modules include:

• Behavior Intervention Plans (4.19.10)

• Data in the Classroom (9.28.10)

• Deaf and Hard of Hearing Sensitive Assessment and Interventions (12.6.10)

• Mining for Gold – Data Driven Decision Making (2.8.11)

The Illinois Service Resource Center has provided technical assistance and support for “Kevin’s” teacher and family for a period of two years. Kevin is hard of hearing with Down syndrome. An initial concern in school was that Kevin was having a hard time transitioning from outside to inside and between classrooms both to and from specials. At times he would 'flop' onto the ground and engage in self-injurious behaviors such as head banging.

An ISRC team member met with Kevin’s teacher and family to facilitate a Home-School Team and generate ideas for interventions to help support Kevin’s behavior. Interventions included visual strategies, assigning special jobs (pull the wagon, pull the roller suitcase, carry books, etc.), prompting to remind him when activities would be ending, and a “surprise box” as a reinforcer for appropriate behavior.

Support was also provided with data collection and graphing. A smile/frown data collection sheet was initiated, with Kevin earning a smile for each appropriate transition. During the first three months of implementation, Kevin’s transition behavior was fairly erratic, with significant variation day to day. During the most recent three month period, Kevin has been demonstrating positive behavior during transitions almost daily. The ISRC website provides a free data graphing tool that can be used to demonstrate impact of behavioral interventions. It is on the downloads page at isrc.us.

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