A Note from the Director:

ISRC has seen a flurry of activity this spring. In March, team members attended the conference of the Illinois Teachers of Hard of Hearing and Deaf Individuals in Springfield. ISRC presented Behavior Support Recognitions at the Individual Student, Classroom, and Beyond the Classroom levels. Additionally, recognitions were presented to Deaf/Hard of Hearing Behavior Support teams from around the state that attend quarterly ISRC Behavior Team trainings.

In April, ISRC is presenting a scholarship to a student from Illinois School for the Deaf for her outstanding essay on leadership. The student will be presented with her award when she attends the ISRC Statewide Leadership Team meeting. ISRC is also presenting an award at the Advocate of the Year event for students who are deaf and hard of hearing. To be considered for the award, students need to write an essay about how they advocate for others, in addition to advocating for themselves. Also in April, ISRC is supporting the Fingerspelling Bee, as well as Deaf Can Do It Community Service Day which will focus on service to animal shelters this year.

ISRC appreciates the opportunity to be involved in these events, through the support of the Illinois State Board of Education.

Cheri Sinnott, LCSW

ISRC Director

Illinois Service Resource Center Serv ing Deaf/ Hard o f Hear ing S tudent Behav iora l Needs

A T e c h n i c a l A s s i s t a n c e C e n t e r o f t h e I l l i n o i s S t a t e B o a r d o f E d u c a t i o n 8 4 7 - 5 5 9 - 8 1 9 5 V o i c e 8 4 7 - 5 5 9 - 9 4 9 3 T TY 8 0 0 - 5 5 0 - 4 7 7 2 H e l p l i n e ( 2 4 H o u r )

Em a i l : i s r c@ i s r c . u s I n t e r n e t s i t e : www . i s r c . u s

Spring 2012 Edition

Review

Supporting Student Behavior Change

Behavioral change is challenging. Try folding your arms. Then, take the arm that is on the bottom and place it on the top. It may feel awkward and uncomfortable. All behavior change can feel unnatural in the beginning. Our brains are used to following comfortable routines.

Often, adults expect significant behavior changes from students. The students may have established comfortable routines that are successful for them in other environments. Some of the following strategies may be helpful in supporting student behavior change:

Teach, Model, Prompt, and Reinforce the desired

behaviors – For more information see the Pin-Up in this issue.

Identify the desired behavior instead of the undesired

behavior – It is often easier to identify the behavior we do not want to see. Instead of telling the student “stop it, don’t, quit it” and tell the student what you want to see instead.

Celebrate small changes – The changes can be in the frequency, duration, or magnitude of the behavior.

Look at the environment – Are there changes in the classroom that would help the student engage in the desired behavior?

Create new routines instead of changing old ones – It may be easier to start from scratch than changing an established routine.

Identify triggers for the behavior – Pay attention to what is happening in the environment before the behavior is exhibited.

Be specific – “Morgan will raise her hand before speaking.” instead of “Morgan will have respectful behavior.” Adults need to change their behavior too – This can not be emphasized too strongly.

In This Issue Page 2. Student Behavior Improves With ISRC Support Page 3. DHH Behavior Support Teams Recognized Page 4. ISRC Parent Facilitators Plan Parent Events

- ISRC Review Page 2 -

Student Behavior Improves With ISRC Intervention “Josh” was demonstrating impulsive behaviors in class, such as raising his hand before the teacher finished the question, calling out answers without raising his hand, answering without thinking, and responding with off topic remarks. His school’s behavior team initiated a Check In Check Out program for Josh, in which he earned points at the end of each class period based on his behavior. He received prompt and immediate feedback from his teacher. At the end of each week Josh was able to graph the number of points he earned and track his progress. Over a six week period he increased the percentage of points earned by approximately 20 percent. During the first two weeks the percentage of points earned was 78 and 74 percent, in weeks three and four the student earned 84 percent both weeks, and in weeks five and six, the student earned 99 and 95 percent of the total possible points. The members of the behavior team at this student’s school attend the quarterly trainings provided by the Illinois Service Resource Center. The team meets monthly to review students in need of targeted and intensive level behavioral supports. ISRC provides coaching assistance to the team.

ISRC Behavior Support Recognitions Presented At ITHI Conference The Illinois Service Resource Center presented Behavior Support Recognitions at the Illinois Teachers of Deaf and Hard of Hearing Individuals (ITHI) Conference. Awards were presented at three levels: Individual Student, Classroom, and Beyond the Classroom. Winners in each category received a grant to support positive behavior interventions. Applicants were required to submit a description of the intervention and data.

ISRC Behavior Support Recognitions Marissa Noble (left) accepting for Alexandra Rodriguez-Ruich,

Lindsey Adamson (center) accepting for Jillian Janusz and

Rebecca Wasilewski (right) accepting for Emily Pomrening.

Individual Student – Emily Pomrening, ECHO A mainstream student who receives HI Itinerant support needed individualized support to reduce off task behavior. The intervention included redirection, prompts, and reinforcement.

Classroom – Jillian Janusz, ECHO “Nice touch” was pre-taught across all settings, with students modeling the expected behavior at the beginning of each class. The behavior was reinforced throughout the day and in multiple settings with a picture of a happy face, verbal praise, or a high five incentive ticket.

Beyond the Classroom – Alexandra Rodriguez-Ruich, ECHO A strong program-wide emphasis on teaching behavioral lesson plans, acknowledgement of appropriate student behavior, consistency of responses to behavior, and a data collection system that is used for data based decision making.

Percentage of Points Earned Per Week

Josh

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40

60

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1 2 3 4 5 6

Percent ofPoints

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. Presenters this year include Bryan Miller from Gallaudet University, Laura Riffel of BehaviorDoctor.org, Rose Iovannone from University of Florida, 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, with technical assistance and coaching support from ISRC team members. Contact ISRC for more information.

2012 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) Northwest Illinois Association (NIA) Plainfield School District 202 Southwest 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 John Kinzie Elementary School Lincoln Way 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 Hinsdale South High School Homer School District 33C Level 1 Attend at least 2 trainings per year, Complete DHH Behavior Support Team

Checklist

SPEED Cooperative

- ISRC Review Page 3 -

Left to right: Terry Kohut, Kinzie Elementary School; Katie Boone, Children of Peace; Lisa Bendinelli, Eisenhower Coop; Marissa Noble, ECHO;

Sheryl Goldman, LICA; Damien Charo, NIA; Jill McCue, NIA; Cyndi Stacy, Plainfield School District; Cheri Sinnott, ISRC Director

ISRC Trivia Question

Approximately what percentage of Illinois children who are deaf or hard of hearing also have at least one other disability

designated on their Individual Education Plans?

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.

ISRC Team Cheri Sinnott, LCSW Director Dr. Steve Vaupel DHH Behavior Coach Dr. Daniel Friedman DHH Behavior Coach Raven Stromek DHH Behavior Coach Thane Montaner Librarian Tory Burrows Parent Facilitator Cathy Lyons-Guidish Parent Facilitator Edie Runnion Parent Facilitator Shanna Sigers Parent Facilitator Jacqueline Sylvie Parent Facilitator Denesha Williams Administrative Asst. Todd Williams ISBE DHH Consultant

ISRC fiscal agent - Center on Deafness

ISRC Parent Facilitators Plan Events

Illinois Service Resource Center Parent Facilitators plan events that help facilitate meaningful involvement of parents in the education of their children who are deaf or hard of hearing. These range from parent cafes to workshops to social outings with other families. In Lake County, parents were invited to attend a Deaf Panel, featuring adults with different levels of hearing loss and amplification options, who shared their experiences growing up. The panel included adults who use sign language and who communicate orally, as well as some who use a hearing aid, and some who have a cochlear implant.

For more information about ISRC Parent Facilitators, and to see if there is a Parent Facilitator in your area, visit the Parent Page of the ISRC website at www.isrc.us.

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

ISRC Teach, Model, Prompt, Reinforce Worksheet

Activity Who is Responsible?

How will we Teach the new behavior? Examples: Social Story, visual graphic, written directions, verbal explanation

How will we Model the new behavior? Examples: Teacher 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 (see back page), 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

Resources and Examples to Teach, Model, Prompt, and Reinforce Behaviors

Teach the Behavior Sample Social Story (add pictures): Sam has safe behavior in school. Sam keeps his feet on the floor. Sam puts his arms down in the hall. Sam uses pencils only to write. Sam’s teacher is happy, Sam’s parents are happy, and Sam is happy when Sam is safe.

Sample Visual Graphic: This was created at makebeliefscomix.com where you can create your own comic strips.

Model the Behavior 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.”

Prompt the Behavior Prompt Hierarchy Levels – Least to Most Intrusive

• Independent – the student is able to

perform the task on his/her own with no prompts or assistance

• Indirect (Verbal or Nonverbal) – tell

the student that something is expected, but not exactly what (e.g., “Now what?” “What’s next?”, etc.) or use body language (e.g., expectant facial expression, questioning hand motion with a shrug, etc.)

• Direct Verbal – tell the student what

he/she is expected to do or say (e.g., “Turn your power-chair right.”)

• Gesture – indicate with a motion what

you want the student to do (e.g., pointing)

• Modeling – show the student what you

want him/her to do

• Partial Physical Assistance – provide

minimal supported guidance

• Full Physical Assistance – provide

hand-under-hand guidance to help the student complete the desired task

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

Social reinforcements: Provide opportunities for students to earn time with peers, with preferred adults at school, or with parents at home.

Tangible reinforcements: Develop a school store or treasure box; identify individualized options; coordinate between school and home.

Group reinforcements: One student can earn a reinforcement for the entire class, or all students can be working together to earn a classroom wide incentive such as watch a movie or play a game.

Resources for reinforcement ideas: www.behaviordoctor.org/formsandtools www.soesd.k12.or.us/Page.asp?NavID=1068

Provided by the Illinois Service Resource Center Serving deaf/hard of hearing student behavioral needs A Statewide Technical Assistance Center of the Illinois State Board of Education