Evidence-Based Practices for Addressing Behavioral Issues

Addressing behavioral issues in classrooms with Deaf and Hard of Hearing (DHH) students requires evidence-based practices that prioritize clear communication, structure, and positive reinforcement. These strategies not only support the DHH population but also ensure minimal disruption for the entire class.

Evidence-Based Practices for Addressing Behavioral Issues

1. Clear Communication:

Use visual aids, written instructions, and gestures to clarify expectations and reduce misunderstandings. This approach minimizes frustration and helps DHH students understand classroom rules and tasks effectively (Guardino & Antia, 2012). Incorporate visual schedules and pictorial representations to outline daily activities, ensuring students can anticipate transitions and tasks.

2. Structured Routines:

Establish consistent routines and predictable transitions to create a secure and stable environment. Predictability reduces anxiety and helps DHH students feel more confident in navigating the classroom (Marschark, 2007).

Use visual timers or signals to indicate transitions, ensuring students are prepared for changes in activities.

3. Positive Reinforcement:

Provide immediate, specific praise for positive behaviors to encourage engagement and cooperation. For example, acknowledging a student’s effort in completing an art project fosters a supportive atmosphere (Spencer & Marschark, 2010).

Implement token systems or reward charts to motivate and reinforce desired behaviors.

4. Collaborative Problem-Solving:

Involve DHH students in discussions about classroom rules and expectations. This empowers them to take ownership of their behavior and fosters a sense of responsibility (Marschark & Spencer, 2010).

Use restorative practices to address conflicts, focusing on repairing relationships rather than punitive measures.

5. Environmental Modifications:

Minimize auditory distractions by using sound-absorbing materials like carpets or curtains. A quieter environment helps DHH students focus on visual cues and reduces sensory overload (Guardino & Antia, 2012).

Arrange seating to ensure clear sightlines to the teacher, interpreter, and peers, promoting effective communication.

6. Social-Emotional Learning (SEL):

Incorporate SEL activities to help DHH students develop self-regulation and interpersonal skills. Role-playing scenarios or group discussions can teach conflict resolution and empathy (Spencer & Marschark, 2010).

By implementing these practices, educators can create an inclusive and supportive classroom environment that addresses behavioral challenges while fostering positive interactions among all students.

References:

Guardino, C., & Antia, S. D. (2012). Modifying the classroom environment to increase engagement and decrease disruption with students who are deaf or hard of hearing. Journal of Deaf Studies and Deaf Education, 17(4), 518–533. https://doi.org/10.1093/deafed/ens026

Marschark, M. (2007). Raising and Educating a Deaf Child: A Comprehensive Guide to the Choices, Controversies, and Decisions Faced by Parents and Educators. Oxford University Press.

Spencer, P. E., & Marschark, M. (2010). Evidence-Based Practice in Educating Deaf and Hard-of-Hearing Students. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195390032.001.0001