Assessment and Strategies for Learners Who Are d/Deaf or Hard of Hearing With Emotional and Behavioral Challenges

This chapter aims to identify common externalizing and internalizing challenges in d/Deaf and hard of hearing children. It discusses screening measures and tools that can identify children at-risk for emotional and behavioral disorders, describes evidence-based interventions for externalizing and internalizing behaviors. Children with attention deficit hyperactivity disorder are often described as learners who have trouble paying attention, are easily distractible and fidgety, have difficulty staying seated, and struggle with peer relationships. Depression is characterized by persistent feelings of sadness, diminished interest in activities, fatigue or loss of energy, feelings of worthlessness or excessive guilt, and changes in eating and sleeping patterns. Functional Behavioral Assessment is another comprehensive and individualized tool that can be used to assist school personnel in assessing concerning behaviors, including the frequency and antecedents of the behavior. Teacher–Child Interaction Therapy is a program designed to provide teachers with classroom behavior management skills and to enhance positive teacher–student relationships.