The ABCs of ISRC:
Access to Resources and Behavior Support for
Children who are Deaf and Hard of Hearing
Serving Deaf/ Hard of Hearing Student Behavioral Needs

Funded by Illinois State Board of Education
◦ Federal IDEA Funds




Statewide Service and Resource Center
Partner of Illinois Statewide Technical
Assistance Collaborative (ISTAC)
Established 1993 by HI/BD Board
Part of Illinois School Code

Resources
◦ Newsletter
◦ Digital Update
◦ Resource Directory

Resource Library
◦ Over 1200 items
◦ Books, DVDs, Games
◦ Materials mailed with return postage
◦ Materials for educators, families, students
◦ Deaf Culture, sign language, behavior, ASD,
AD/HD, social emotional, parenting, teens
ASL Literacy
Packets
Schools/ Educators








Individual student support
Home-School Teams
Data collection coaching
DHH Behavior Teams
E-Learning Academy
Classroom Management Mentoring
Model Classroom Recognition
School-wide positive behavior support
www.isrc.us
800-550-4772
Students

Deaf Student Network
◦ Deaf Can Do It Community Service Day
◦ Leadership Day


Deaf Awareness Day
Advocate of the Year Essay Contest
www.isrc.us
800-550-4772
Parents/ Families






Home visits
Home-School Teams
Parent Connections newsletter
Parent Facilitators – increase parent involvement
Crisis intervention
24 hour helpline
www.isrc.us
800-550-4772
DHH Parent/Family Involvement Checklist
Elementary School (Ages 5-10)
Goal
Parenting
Establish behavioral
expectations at home
Communicating
Develop format to share
information about your child
with the school
Volunteering
Identify volunteer
opportunities and participate
Learning at home
Provide opportunities to
enhance learning from
school.
Decision making
Have a voice in policies,
practices, and programs at
school.
Collaborating with the
community
Be aware of and utilize
services and resources in
the community.
Ideas
- Consistent expectations, terminology, and
reinforcements/consequences at home and school.
- Investigate technology, i.e. alarm clocks
Notebook, brochure, PowerPoint, All About Me
Attend open house, look at newsletters and
websites, find out what volunteer opportunities are
available, and pick one or more.
- Establish regular time for homework.
- Know what your child is studying in school - check
school website for resources, read newsletters, be
involved in communication with teacher.
Join parent groups, advisory councils, and
committees
- Participate in your child’s IEP Team meeting
- Attend special recreation programs and camps
- Attend library events
- Attend school events, such as Parent Cafés.
- Participate in community service projects
What I did
Behavior at Home/ Comportamiento de la Casa
Responsible:
Pick up toys
Responsabilidad:
Juntar juguetes
Responsible:
Hang up coat
Responsabilidad:
Cuelga la chamarra
Respectful:
Use kind words
Respeto:
palabras amables
Respectful:
Keep hands to self
Respeto:
Mantener tus manos hacia si
mismo
Safety:
Wash hands
Seguridad:
Lava las manos
Safety:
Keep the floor clean
Seguridad:
Manener el piso limpio
Behavior
Intervention
Database

Problem behavior continues to be the primary
reason why individuals in our society are
excluded from school, home, recreation,
community, and work.
 Teach
 Model
 Prompt
 Reinforce
Photo of magic
wand inserted here
State the Behavior you Want
Don’t Want
Want
(and how)
Up too late
delay breakfast or school
To bed late
still preparing or just chatting
Back talk
disrespect to parents
Kicking/hitting
aggression and out of control
Teac
hing
wha
t
you
WAN
T
Horseplay
touching others or property
4 to 1
Positive to Negative
1 negative
4 positive



Social Emotional Learning Standards – 2004
Multiple Tiers of Behavior Support - 2005
Services and Resources at all three tiers of
Response to Intervention Model
◦ Universal – School-wide, Classroom-wide
◦ Secondary – Check In Check Out
◦ Tertiary – Individualized onsite student support
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•High Intensity
1-5%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
Universal Interventions
•All students
•Preventive, proactive
5-10%
80-90%
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Use your TeMPR
Develop ways to
Teach, Model, Prompt and Reinforce
expected behaviors
www.isrc.us
800-550-4772
Illinois Service Resource Center
3444 W Dundee Rd. Northbrook, IL 60062
847-559-8195
www.isrc.us
isrc@isrc.us
Cheri Sinnott
cheris@isrc.us