Behavioral interventions geared toward hard of hearing or deaf students should focus on helping the individual adapt to their environment (Harvey, 2003). Part of this process entails identifying the stage of development a student has attained and assessing their personality and interests, as these factors may affect a person's perception of how limited their ability is within the classroom and without (Harvey, 2003). Among the more commonly associated psychological factors present among these students include various behavioral patterns that addres

Lastly, reinforcement of appropriate and positive behaviors is an important behavioral based intervention that focuses on rewarding hard of hearing and deaf children for demonstrating constructive and appropriate behaviors in the classroom, including working diligently to avoid distraction and communicate adequately with teachers and peers (Claire, et al. 2003). This intervention serves to motivate children to demonstrate positive behaviors and more inclusive behaviors frequently and reinforces the interests, abilities and potential of children engaged within the classroom (Claire et al. 2003). Common and positive reinforcement motivators may include praise, hugs or small prizes like stickers for very young children (Claire et al. 2003).

As the literature reveals there are multiple specific behavioral interventions available for students who are deaf or hard of hearing. Each of these focus on adapting behaviors among hard of hearing and deaf students to encourage positive communication and acceptance within the classroom. The major focus on increasing positive social interactions within the classroom through play based activities and through skills training that allows hard of hearing and deaf students to more easily adapt to their environment.

Other behavioral interventions that may prove beneficial include: (1) encouraging students to inform other classmates of the severity of their condition and any associated problems they may experience (2) provide students with a comfortable, encouraging and supportive atmosphere where there feedback is encouraged frequently and welcome (3) encourage students to immediately identify and communicate breakdowns in interpretation or communication when they occur (4) provide students with seating that is appropriate to the degree of their hearing loss and allows them "maximum cues" including visual or auditory cues that will increase their ability to co

Some common words found in the essay are:
Kaderavek Pakulski, , Nowell Marshak, Vernon Andrews, hard hearing, hard hearing deaf, hearing deaf, deaf students, hearing deaf students, behavioral interventions, et al, claire et al, claire et, kaderavek pakulski, al 2003, et al 2003, harvey 2003, pakulski 2002, kaderavek pakulski 2002,
Approximate Word count = 1286
Approximate Pages = 5 (250 words per page double spaced)