There are multiple devices available that currently provide biological or technological intervention and assistance for hard of hearing and deaf students (Harvey, 2003). This paper will focus more in depth on current behavioral interventions available for hard of hearing and deaf students. Currently there are multiple psychological characteristics evident among hard of hearing and deaf students that may influence their ability to adapt to the classroom environment and their social landscape as well (Harvey, 2003). This suggests that behavioral interventions may help hard of hearing and deaf students function better in the classroom and among their peers, family members and teachers. .

             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 address the student's emotional responses from their loss of hearing and behavioral patterns that emerge as children who are hard of hearing or deaf attempt to adapt to their environment (Schirmer, 2001; Vernon & Andrews, 1990). .

             Useful behavioral interventions may include provision for supportive counseling and coordination of various services including independent skills training and life skills training that allow hard of hearing and deaf students to pursue not only their academic but also their vocational endeavors optimistically (Nowell & Marshak, 1994; Harvey, 2003). Rehabilitation efforts can focus on helping hard of hearing and deaf students create strategic alliances with family members and support structures including counselors to help them better engage with their environment, family and peers (Harvey, 2003).