��Illinois Service Resource Center � A Service and Resource Center of the Illinois State Board of Education ��Behavior support for students who are�Deaf, Hard of Hearing, or Visually Impaired ���

Home Support Curriculum - DHH

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www.isrc.us 800-550-4772

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Home Support - Communication

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www.isrc.us 800-550-4772

Importance of Communication

• Behavior = Communication
• Communication is the key to healthy family relationships
• Family members respect each other’s needs and wants
• Shared values and culture
• Build trust and security
• Ability to tell and listen
• Share experiences

Communication Bill of Rights

70 Sign Language Words*

Communication without Frustration

Choice Making�

• Benefits of offering choices
• Child feels a sense of control of the environment in appropriate ways
• Practice making good choices

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• Be sure it’s actually a choice; what if they say no
• Would you like to make to your bed?
• Do you want to put your coat on?

Equal Choices

• NOT Equal choices
• Clean up toys or time out
• Cooperate or spanking
• Homework now or grounded a week

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• Equal choices
• Milk or juice
• Out with friends Saturday or Sunday
• Pink or purple pajamas

Functional �Communication Training�

• Ability to communicate when there is limited vocabulary
• Replace ineffective communication strategies with more effective communication strategies

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Communication Tips

1. First/then
2. Use visuals
3. Smile/have fun
4. Describe things they do/ things you see
5. Eye contact
6. Have attention before giving directions
7. Reduce distractions
8. Prompt before instructions
9. Keep it simple/ few words

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Communication Activity

Review Communication Bill of Rights

How am I ensuring my child’s rights are met?

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Home Support - Behavior

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www.isrc.us 800-550-4772

Behavior Intervention

• Persistent and Consistent
• One month of intensive intervention for each year the behavior has been present
• Sometimes the behavior gets worse before it gets better
• How do we know it’s getting better?
• Data collection

Identify the Behavior�

• What the behavior looks like
• How often it happens
• How long it lasts
• Where it is most likely to occur
• Any triggers that happen before the behavior
• Responses after the behavior

Identify the Function or �Reason for the Behavior�

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attention, work, tangible items, or sensory

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*Why Is The Behavior Happening - Activity*

�Identify the Replacement Behavior�

• Describe the behavior you WANT to see

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• Non-examples:
• Don’t wear your shoes in the house
• Don’t hit your brother

Teach, Model, Prompt, Reinforce �

• How will we TEACH the new behavior?
• Examples: Social Narrative, visual graphic, written directions, verbal explanation
• How will we MODEL the new behavior?
•  Examples: Teacher /Parent will demonstrate, student will role play, video modeling, peer modeling
• How and when will we PROMPT the new behavior?
• Examples: At the beginning of each class, every morning, before each transition, at the start of the behavior, pre or post behavior, use prompt hierarchy, visual cue, visual timer, gesture, verbal prompt (in five minutes we will…)
• How will we REINFORCE the new behavior?
• Examples: PBIS tickets, points chart, verbal praise, attention, stickers, token economy, choice menu, student choice

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Scripting

• Teach what to think or say
• Teach specific social skills/behaviors
• Helps adjust to changes in routine
• Gives specific language for specific situations
• Serves as a model
• Helps anticipate and predict
• Need to Practice

Social Narrative

Sam has safe behavior at home.

Sam keeps his hands and feet to himself.

Sam uses his words to tell how he feels.

Sam takes deep breaths to calm down.

Sam’s parents are happy.

Sam is happy when Sam is safe.

Sample Visual Graphic:

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� This was created at makebeliefscomix.com where you can create your own comic strips.

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Modeling Techniques

Video modeling/ Video self-modeling:

  Create a video of the student or someone else demonstrating the desired behavior. Have the student watch the video and imitate the behavior.

 Peer modeling:

  In pairs or small groups have students take turns demonstrating the desired behavior.

 Adults “narrate” their behavior:

“I am frustrated right now. I would like to play, but it is time to work. I will do my work first, and then play later. It is hard to wait, but I will feel good when my work is finished.”

Video Modeling Example

How to Brush Your Teeth:

Video Modeling: Brush Teeth

Prompt the Behavior (Hierarchy)

• Independent – the child is able to perform the task on his/her own with no prompts or assistance
• Indirect (Verbal or Nonverbal) – ask the child what is expected (“What’s next?”) or use body language (questioning hand motion with a shrug)
• Direct Verbal – tell the child what he/she is expected to do (“Make your bed.”)
• Gesture – indicate with a motion what you want the child to do (pointing)
• Modeling – show the child what you want him/her to do
• Partial Physical Assistance – provide minimal physical contact as guidance (nudge elbow for writing)
• Full Physical Assistance – provide hand-over-hand guidance to help the child complete the desired task

Reinforcement�(increase the likelihood for desired behavior to increase/continue)

• Desired behaviors are reinforced
• Undesired behaviors are ignored
• Times to reinforce
• When they are not doing the inappropriate behavior
• When they are demonstrating the replacement behavior
• When it is physically impossible to do the inappropriate behavior (if fingers are laced in lap, can’t be hitting brother)

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Reinforce the Behavior

Catch the child being good. Provide verbal praise. Allow the child to participate in selecting reinforcement opportunities. Create a choice menu for both short term and long term reinforcements.

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Social reinforcements:

Provide opportunities for child to earn time with peers or with parents.

 Tangible reinforcements:

Create a treasure box; identify individualized options; coordinate between school and home.

 Group reinforcements:

The child can earn a reinforcement for the entire family.

Behavior Activity

*Activity: Behavior at Home / Comportamiento de la Casa

My Positive Behavior This Week�

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Home Support – Social Emotional Needs

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www.isrc.us 800-550-4772

Importance of Social�Emotional Development

Emotional well-being affects a child’s later ability to functionally adapt in school and to form successful relationships throughout life.

-National Scientific Council on the Developing Child

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Key Social Skills

• Confidence

– Ability to play with same aged peers; accept hearing loss

• Self-Control

– Has body awareness and impulse control

• Relatedness

– Show concern for a hurt or upset friend

• Capacity to Communicate

– Able to work through conflict with peers

• Cooperativeness

– Able to fully participate in a group activity

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http://www.childrensacademyonline.net/wp-content/uploads/2013/01/Importance-of-SEL-In-Early-Childhood-Devt.pdf

Social Skills Resources

Relationships - Friends

• Health benefits
• Sense of belonging
• Finding opportunities
• School
• Community
• More effort required than with hearing children

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Relationships - Family

What Makes a Family Strong and Successful?

• Learning
• Loyalty
• Love
• Laughter
• Leadership

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Life Patterns of �Strong Families

• Commitment
• Appreciation
• Communication
• Time together
• Spiritual wellness
• Coping ability

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http://www.advocatesforyouth.org/publications/1229-strengthening-family-relationships

http://www.advocatesforyouth.org/publications/1229-strengthening-family-relationships

Tools and Supports

• Self-esteem
• Praise and 4 to 1 (see workbook)
• Choices (see workbook)
• Self-monitor (observe/record)
• Teach emotions
• Mood thermometers
• Check In Check Out
• Self-manage (coping strategies)
• Social narratives
• Scripting

http://www.ioniaisd.org/ASD/files/Behavior%20Management%20Tools.pdf

Social Emotional Activity

• Use mood card
• Check in twice daily
• Identify mood from card
• Record it
• Determine appropriate action

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Home Support – Home-School Connection

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www.isrc.us 800-550-4772

Why is this important?

• Children do better in school

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• Children do better in the future

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• Improves
• Learning
• Behavior
• Attendance

Types of Parent Involvement

From Joyce Epstein – National Network of Partnership Schools

Home-School Communication

• Examples

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• Specific tools in the Extra Materials section

Home School Connection Activity

• All About Me – Template Download
• Planning tool in the workbook

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Participation at School Events

• Parent teacher conferences
• Open house
• Sporting events
• Field trips
• Class parties
• Read to the class

Homework Support

• Structure and routine
• Access to materials
• Realistic expectations
• Make it fun
• Take breaks if needed
• Responsibility – �it’s their job
• Gradual increase of independence

Task Analysis

• Break tasks down into steps
• Teach one step at a time OR as a chunk
• Reduces frustration
• Increases compliance and consistency
• Clean your room
• Get ready

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Think Out Loud

• Thoughts are not visible
• Teaches internal voice �and thought process
• Behavior
• Coping
• Prioritizing

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Home School Connection Activity

Take a common �routine and break �it down into specific steps

Home Support – Advocacy

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www.isrc.us 800-550-4772

Why is this important

• Child
• Understand own needs and what to do
• Impacts success or failure across all educational, community, social, and work settings

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• Parent
• Make sure child’s needs are met
• Set a good example/ be a role model
• Build/maintain good relationship with school

Child Ability to Self Advocate

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• Ability to describe own skills and needs

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• Ability to set own goals and create a plan to reach them

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• Knowing the how, who, and when to ask for assistance

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• Ability to make decisions and take responsibility for the consequences of those decisions

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List of DHH self-advocacy skills: (see workbook)

http://successforkidswithhearingloss.com/wp-content/uploads/2011/12/Guide-to-Self-Advocacy-Skill-Development.pdf

Parent Ability to Advocate

• Gather Information
• Become Educated about Rights
• Plan and Prepare
• Keep Written Records
• Ask Questions, Listen to Answers
• Identify Problems
• Propose Solutions

Impact of Hearing Loss�

Compounding impact

Positive Parenting Strategies

• Expectations Stated Positively
• Tell them what you want to see
• Say This Not That (see workbook)
• Praise
• Recognize appropriate behavior
• Use behavior specific praise (see workbook)
• Prompt
• Before behaviors occur
• Refer back to prompt hierarchy if needed �(behavior module)

Advocacy Activities

• Create a folder of documents
• Education
• Medical
• Community

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• Listen to a webinar on �Parent’s Rights in the �ISRC Parent University

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Home Support – Resources

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www.isrc.us 800-550-4772

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What resources do you know about?

What resources do you use?

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(see workbook)

�Person-Centered Planning Tools �

ISRC Resource Library

• Books, DVDs, Games, Flash cards
• Free – Return postage included

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• Sample Topics
• Deaf Culture
• Behavior
• Sign Language
• Parenting
• Additional disabilities

ISRC Resources

• ISRC Digital Update – includes events
• ISRC Resource Directory
• Parent Connections Newsletter
• Behavior Intervention Database
• Parent Facilitators / Parent Café Events
• DADDS – Dads Among Dads of Deaf Students
• Social media
• Facebook
• Pinterest
• Twitter

Parent to Parent Resources�(see workbook for list)

• Guide by Your Side/Mom’s Night Inn
• Calls for All

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• Parent Conferences
• ISRC Family Resource Network
• Parent Café events

Community Resources

• IDHHC – Illinois Deaf and Hard of Hearing Commission
• DSCC – Division of Specialized Care for Children
• DHS – Department of Human Services
• DRS – Division of Rehabilitation Services
• PUNS - Prioritization of Urgency of Need for Services
• SASS - Screening, Assessment and Support Services 
• DCFS – Department of Children and Family Services
• Chicago Hearing Society
• Project REACH – DeafBlind

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Technology Resources

Illinois Assistive Technology Program

ISRC Library

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Captioned Media Program

Videophones

Structured Work Systems

• Helps with organization
• Encourages independence
• Helps stay on task until complete

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• Have all of the materials with visual directions
• Sort laundry/ put socks together
• Set the table

Resources Activity

• Fill in the information on the following tools:

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• Circles of Support Map
• Community Presence Map
• Preferences

Resources Activity

• Check out an item from ISRC library

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Home Support – Environment

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www.isrc.us 800-550-4772

What does that mean? �Why is this important?

• Current conditions and modifications that trigger undesired behaviors
• Carpets, curtains, acoustic tiles, background noise, crowds, unfamiliar speakers
• Desire for attention, object, escape, sensory

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• Can help Predict and Prevent undesired behaviors

Visual Strategies

• Stays in place, does not disappear
• Easy to understand
• Reduces stress and frustration
• Keep it age appropriate/ Adults use visuals
• Options
• Pictures
• Videos
• Schedules
• Checklists
• Technology

Sensory

• The seven senses are important to a child’s ability to learn and function in any environment
• Seven sensory systems
• Touch
• Smell
• Taste
• Sight
• Hearing
• Movement
• Balance

Sensory Processing/Integration

• Sensory Processing
• Ability to take in information through our senses
• Organize and understand that information
• Respond appropriately
• Challenges can be distracting/painful
• Strong smells
• Itchy clothing
• Irritating noises
• How adults handle sensory needs
• Bite nails, bounce leg, click pen, tap pencil, avoid smells or foods

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(More sensory resources can be found in your workbook)

�How to Modify the Environment��

Hearing Loss Conditions

• Harsh surfaces
• Soften with fabric/materials
• Open areas
• Create quiet space
• Background Noise
• Turn off competing noise
• Unfamiliar situations
• Practice ahead
• Use visuals
• Be understanding

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Behavioral Triggers

• Attention
• Give attention for appropriate behavior
• Object
• Set goal to earn items
• Escape
• Offer help or reduced amount
• Sensory
• Sensory diet
• Break from sensory input

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Antecedent Based Interventions�Change the environment, task, interaction, or activity

• Use preferred activities, interests
• Set up or change the schedule/routine
• Give warnings about the next activity
• Provide information about schedule changes
• Offer choices
• Connect before correct
• State the behavior you want to see vs. the behavior you don’t want to see
• Keep them busy/ Reduce unstructured time/ Fidgets

Response interruption/Redirection�

• Stop the behavior either verbally or physically (take hand, gently guide by shoulders)

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• Provide different activity

Environment Activity

• Make a visual strategy
• Pictures
• Videos
• Technology
• Schedules
• Routines
• Checklists