| Description |
Research on interventions and educational decision making with students with comorbid D/HH and ASD is almost non-existent. Teachers of the deaf are often not trained in the behavioral approaches often useful for children with ASD. When a theoretical framework of behavior is introduced in conjunction with evidence-based interventions to address the aberrant behavior often present in this population, teachers can learn to view behavior differently by focusing on the function that behavior is trying to meet. In turn, they can learn to design interventions appropriately, effectively, and efficiently for this unique population.
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