Children who are deaf are at risk for the development of behavioral issues such as Attention Deficit Hyperactivity Disorder (ADHD). Early diagnosis and intervention are imperative based on the lack of communication, development of language, emotional and social functioning in these children. Current intervention programs for children who are deaf with ADHD typically end around the age of four. At this point, a deaf child with ADHD would attend either a residential school or a mainstream school. There is a need for interventions for children who are deaf with behavioral issues in the mainstream school system. Normal teaching approaches can have a troublesome effect on the student's learning and behavior. Adapting a behavior intervention (i.e. Parent-Child Interaction Therapy [PCIT]) for parents and their deaf children with ADHD has been implemented and shown effective. Adapting the teacher part of the PCIT program (i.e. Teacher-Child Interaction Training [TCIT]) for use with deaf children with ADHD could address problematic behaviors in the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]