Review 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: email@example.com Internet site: www.isrc.us
Spring 2010 Edition
Note from the Director:
In the midst of a financial crisis, an earthquake, or a personal tragedy, resiliency is the key to bouncing back to our every day levels of functioning. Some people have the resiliency to bounce back immediately, and for others it is a slower process. Those with higher levels of resiliency have greater protective factors, which can include strong role models, high expectations, encouragement, self confidence, and at least one caring, supportive relationship. As members of educational teams and families we have the power to provide several of those protective factors, and the ability to assist in the development of others. Many of the services and resources available through ISRC support the development of protective factors in students, families, and educators. Mental health is not the absence of challenges in our lives, but our ability to navigate them as they arise.
Cheri Sinnott, LCSW ISRC Director
Student Behavioral Improvement Illinois Service Resource Center team members provide a variety of services to support the behavior of students who are deaf and hard of hearing in Illinois. Services at the intensive level of need include onsite visits at school or home, data collection coaching, and crisis support. Students receiving services at the intensive level are included in a statewide data collection platform used by ISRC and other Illinois State Board of Education Statewide Technical Assistance Centers. Data collected on students served by ISRC at the intensive level in FY09 indicate a decrease in the number of Office Discipline Referrals per student, and a decrease in the average Rate of Expulsion per student. Data collected on students served at the intensive level in FY09 also indicate an improvement in the overall emotional functioning skills of students at school, at home, and in the community following ISRC intervention, with the most significant improvement being at school. Specific areas of improvement include handling disagreements, knowing when to ask for help, and responding like other youth to emotional situations. F Y 09 IS R C D ecreas e in Average R ate of O ffice D is cipline R eferrals per S tudent
Page 2. ISRC Behavior Support Recognitions Presented Page 2. Additional Modules Added To Online Academy Page 3. Deaf Culture Kits, Library Displays Available
Average Number of ODRs per Student
In This Issue
Time 2 ODRs
ISRC Annual Behavior Support Recognitions Presented The Illinois Service Resource Center presented the Third Annual Behavior Support Recognitions at the conference of Illinois Teachers of Deaf and Hard of Hearing Individuals in Springfield. ISRC provides these annual recognitions at the Individual Student, Classroom, and Larger than the Classroom levels. This year’s recipients include Lisa Bendinelli of Eisenhower Coop (Individual Student), Dana Dudzik of Eisenhower Coop (Classroom) and Janice Yeager of Williamson County Special Education (Larger than the Classroom/ Multiple Environments). Entrants are asked to describe their interventions, describe data collected to determine the need for the intervention, describe how others were encouraged to participate in implementation, and describe how improvement is being measured. Over the last three years there has been strong improvement in the descriptions of data collection provided by entrants. The individual student recognition included a plan for the student to earn Good Behavior Bucks which were exchanged for computer time and other items. The classroom plan was from a classroom with multiple grade levels. Students at that school earn participation in grade level school wide incentives. This meant that only some students from the class were participating at one time. This plan allowed the entire classroom to earn rewards together. The larger than the classroom plan included a full school reward system with a marble reward bucket and “readiness rewards.” Data collection included math computation by students.
Interventions Support Positive Student Behavioral Outcomes Consistent feedback, visual supports, and replacement behaviors are key strategies in supporting positive student behavioral outcomes. For one five year old boy served by ISRC, a passport type intervention was the key to behavioral improvement. The initial target behavior was a struggle with routines and with following directions in general. The initial focus of the technical assistance service plan was on the morning routine. The morning routine was taught using five pictures: hang coat, folder out of backpack, select hot lunch, get book or puzzle, sit at table. The student had a passport type booklet created out of stapled one quarter pages of papers with five
New ISBE DHH Principal Consultant Todd Williams is the new Principal Consultant in the area of Deaf and Hard of Hearing for the Illinois State Board of Education. Williams received his undergraduate degree in Deaf Education from Illinois State University and his graduate degree from ISU in School Counseling. He has both DHH and Administrative certificates. Williams has worked in the public school setting as a counselor, and at Illinois School for the Deaf and Illinois School for the Visually Impaired in administrative positions.
stars on each page. Each time the student completed an item correctly, he would receive a stamp on the page. Each time he completed a page, he earned five minutes of computer time. This provided a visual support combined with immediate feedback. He would also earn a stamp each time he followed teacher directions. When the student mastered the morning routine, other routines were incorporated and the number of stars per page increased. A fifteen year old girl with multiple disabilities was exhibiting aggressive behaviors both at home and school to herself and others, including biting and scratching herself. She also had sensory issues that included sensitivity to hot and cold. As a replacement behavior the student was provided with soft material to cover her arm. She was allowed to scratch the material. Later, she replaced that behavior with squeezing a ball. As a result of her sensitivity to hot and cold, (cont. page 4)
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Three Additional Modules Added To E-Learning Academy The Illinois Service Resource Center has added three additional modules to the free E-Learning Academy. The new modules are on the topics of AD/HD, Communication Skills with a Coaching Context, and Introduction to Functional Behavioral Assessment / Behavior Intervention Plans. Each module includes a video, a quiz and activities to complete. Participants earn a minimum of three CPDUs, and may complete additional activities to earn up to five CPDUs. 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 are continuously available by visiting www.isrc.us and selecting the training tab. The easy to follow checklist ensures that all of the requirements are completed for CPDU credit. Also available on the ISRC training page are links to videos of previous Deaf/ Hard of Hearing Behavior Support Team trainings. These quarterly ISRC Trainings are attended by 25 DHH Behavior Support Teams from around the state.
ISRC E-Learning Academy Modules For CPDU credit: • • • • • • • • •
Accommodating Deaf/Hard of Hearing Students in the Classroom Autism Spectrum Disorders and Deafness Creating and Maintaining an Exemplar Classroom Mental Health: Bipolar Mental Health: Borderline Personality Disorder Mental Health: Conduct or Oppositional Defiant Disorder Attention Deficit / Hyperactivity Disorder Communication Skills with a Coaching Context Introduction to Functional Behavioral Assessment/ Behavior Intervention Plans
There is no cost to complete the online modules or to receive the CPDUs. Once the quiz and activities are completed, they are mailed to the ISRC office, and the CPDU certificate is mailed back. Some sample activities from the various modules include developing a plan for a substitute teacher, creating a visual schedule to depict the daily events in a classroom, create a list of activities that parents can use at home, develop a PowerPoint presentation, and create an informational brochure.
ISRC Trivia Question
Deaf Culture Kits, Library Displays Available The Illinois Service Resource Center has both Deaf Culture Kits and Deaf Culture library displays available for use by schools in Illinois. The items are mailed with return postage included.
Who was the first deaf woman to earn a pilot’s license? The first person to respond correctly via phone at 847559-8195 or via e-mail at firstname.lastname@example.org will win a $25 gift certificate to Walmart for educational materials
***Congratulations to Adrienne MacQueen of Manteno for being the first to respond correctly to the Fall 2009 trivia question: What deaf athlete became a regular on American Gladiators, and what was her name on the show? Siren #1 (Shelley Beattie) was the deaf athlete who became a regular on American Gladiators.
The Deaf Culture Kits may be borrowed by a mainstream classroom teacher, special education teacher, teacher of deaf and hard of hearing, or an itinerant teacher for a unit on Deaf culture. The Deaf Culture Library Displays are available for school libraries that wish to have a display in a case or on a shelf for Deaf Awareness Week or other event. Some items that are available in the kits and displays are Movers & Shakers: Deaf People who Changed the World (book), Deaf Child Crossing (book by Marlee Matlin), Introduction to American Deaf Culture (kit with tapes and workbooks), and a CD-ROM of Deaf Studies and ASL PowerPoints.
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Student Behavioral Outcomes (continued from page 2) the student would often try to get her jacket to wear in class. The teachers were not aware that this behavior was a response to her sensory issues and would try to prevent the behavior. The studentâ€™s low communication level interfered with her ability to share this information. She also had a sensitivity to light, and when the blinders were up the light was in her face. She became agitated, but had no way to communicate her frustration. Communication supports were put in place that allowed the student to inform teachers when she was cold or bothered by the light. Within four weeks the studentâ€™s aggressive behaviors diminished.
ISRC Team Cheri Sinnott, LCSW Dr. Steve Vaupel Dr. Daniel Friedman Raven Stromek Morgan Hansen Denesha Williams Todd Williams Barbara Sims
Director HI Behavior Specialist Psychologist HI Behavior Specialist Librarian Administrative Asst. ISBE DHH Consultant ISBE Consultant - ISTAC
ISRC fiscal agent - Center on Deafness
Learn more about services and resources available from the ISRC www.isrc.us
Learning Styles of Deaf/ Hard of Hearing Students What factors contribute to DHH students learning differently than hearing students? How do DHH students learn differently than hearing students? What are some strategies that can support the learning of DHH students?
Contributing Factors •
Language Acquisition o Lack of exposure to language and vocabulary; lack of incidental learning; adults only sign when they have the child’s attention. Language Structure o ASL (American Sign Language) has a different structure than English; English may be a second language; challenge of phonics; they may be learning to read and write at the same time they are learning the language. Neurological Window o Neurological window closes at around 4th grade to understand the complexities of language; until then they have focused on vocabulary, not comprehension. Early Literary Experiences o Books are not read as often to DHH children; parents may not be comfortable signing; parents may have limited sign vocabulary; difficult to seat child, hold book, and have satisfactory visual contact; not enough positive feedback from child. Vocabulary vs. Comprehension
Learning Differently •
Vocabulary Impact on Comprehension o Delayed vocabulary, smaller lexicons, acquire new words at a slower rate, narrow range of contexts to learn new words, don’t have the vocabulary to discuss experiences, ask questions; means they don’t know what they know/don’t know. Strategy Deficit o DHH students do not develop strategies such as: applying text structure; syntactic parsing; self-regulation; monitoring for misunderstanding; organizing the text they read; selfquestioning; activating/applying prior knowledge; summarizing the main idea; retain important information; constructing representational images; predicting what text will follow; drawing inferences; rereading difficult sections; word analysis. Social Learning o Lower language level impacts “inner voice” and ability to self-monitor/ regulate; social skills are impacted; may engage in social bluffing / deaf nod – these contribute to lack of knowledge acquisition; impact on incidental learning; need explicit models/instruction Missed Information and Misinformation o Fifth grade student asked why a girl is supposed to slap you after you kiss her because he had seen it on television; sixth grade student saw a movie in which an actor lost his arm, then another movie where the actor had his arm again, and couldn't understand how the actor got his arm back; fourth grade student saw video clips on the anniversary of 9/11 and thought it had happened again. Learning Styles o Visual, Auditory, Kinesthetic – a DHH student can be a natural auditory learner.
Strategies and Supports • •
Address individual learning styles o Incorporate various learning styles in lesson plans. Active Engagement o Cooperative learning groups, authentic application, varied responses, experiential learning, inquiry based learning. Schema (the role old knowledge plays in acquiring new knowledge) o Explain, explain, explain – do not assume prior knowledge; active engagement; LEA – Language Experience Activities; exposure to fluid ASL story models; opportunities to do and ask questions; activate prior learning and clear misinformation - KWL (What I Know, What I Want to know, What I Learned), take a poll/vote, rank your knowledge, preview, text walk, picture talk. Vocabulary o Strategy instruction; social learning opportunities; exposure to age appropriate material even if it's above their independent reading level; writing opportunities. Reading/ Writing o Instruction in the grammatical principles of ASL and how to translate ASL into written English; multiple meanings of words; strategy instruction; discussion; social opportunities; role play; skits; drama; technology; publishing. Graphic Organizers o Connect ideas/relationships; story map; character study; learning/knowledge application; sequencing; compare/contrast. A PowerPoint presentation of the information in this pinup can be requested at email@example.com
Spring 2010 of ISRC's biannual newsletter. Contents: Student Behavioral Improvement, ISRC Behavior Support Recognitions Presented, Additiona...