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             Behavioral interventions necessary in the classroom will also include handling communication problems and break downs likely to occur resulting from hearing loss (Kaderavek & Pakulski, 2002). At times students may demonstrate various behaviors including embarrassment of their condition or may suffer from the negative social consequences of their condition, particularly with regard to their relationships with other students and other student's perceptions of their ability or disability (Kaderavek & Pakulski, 2002). In such cases students often desire to be treated equally and not as someone difficult to communicate with or deserving of pity; in such cases it is important to adopt strategies that minimize student difficulties and limit their opportunities to withdraw or avoid communication problems in the classroom (Kaderavek & Pakulski, 2002). This can be achieved through various means including by helping teach students to avoid nodding or smiling if they are not receiving messages properly, as this may result in increasing frustration and anger as students do not really understand classroom discussions when they occur or comprehend the messages being sent within the context of the classroom (Kaderavek & Pakulski, 2002). Further behavioral interventions should include instruction in self managing students environment and interactions so that they can improve their "spoken language comprehension" and take charge of their communication needs within the classroom (Kaderavek & Pakulski, 96). This may include teaching student to find seating that will bets position them to enhance their listening ability or comprehension in the classroom and improve their distance to the teacher; further students should be taught responsible actions for handling their technological devices meant to enhance the learning experience and taught skills that will minimize environmental distractions or factors that may impede learning and comprehension in the classroom (Blake, et al.