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Paraprofessional Behavior Module
Arkansas Department of EducationSpecial Education Unit
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Behavior Module Goals
1. Paraprofessionals will have a basic understanding of what it means to function as part of a behavior team.
2. Paraprofessionals will have a basic understanding of how to assist the supervising teacher in promoting and responding to student behaviors.
3. Paraprofessionals will understand the importance of collecting and using data to support behavior change in students.
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Competency One
A basic understanding of the purpose of behavior programs and the philosophical basis underlying the selection of the strategies and
techniques that the supervising teacher may employ.
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Your Role As a hands-on caregiver of people with
special needs or challenging behaviors, you have a unique and important role in their lives.
Positive interactions with the people you care for will help them have a better quality of life and better behavior and will ultimately make the time you spend with them more enjoyable.
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Specialized knowledge and strategies are needed to help people with special needs or challenging behaviors learn to cooperate.
The strategies we will learn may be similar to or different from those you are familiar with or which you use in your own family.
Either way, you will be able to master these basic “tools” to enhance the lives of others and add to your “tool box” of skills.
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The Importance of a Common Philosophy
Helps to avoid misunderstandings
Ensures that both the supervising teacher and paraprofessional approach student behavior in a consistent and appropriate manner
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Competency Two
Paraprofessionals will understand their role and the role of the
supervision teacher in responding to student behavior and in the
implementation of behavior plans.
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Roles of Supervising Teachers Creating a positive learning environment Establishing classroom rules and procedures Determining positive and negative
consequences Writing Behavior Plans Ensuring appropriate implementation of
Behavior Plans Making major decisions regarding the
direction of behavior management
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Roles of Paraprofessionals Assisting the supervising teacher in
creating a positive learning environment observing, recording, and charting behavior implementing Behavior Plans crisis intervention supervising students’ behavior during free play or class
activities reinforcing appropriate behavior and skills
Demonstrating and/or modeling appropriate behavior personal hygiene appropriate conversation and language skills manners
Coaching/cueing appropriate behavior
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Competency Three
Paraprofessionals will understand variables which
contribute to student misbehavior.
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So what is Behavior?
"Behavior is any directly measurable thing an
individual does."
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So what is Behavior?Things a skeleton can do
(NOT Behavior)!
It can not run It can not “Be Quiet” It can not “Be Good” It can not stay out of
trouble It does not hit
Things a person can do (Behavior)!
She can walk She can whisper She can raise her hand if
she has a question She can follow directions She can ask for
something she wants
One exception: Both can just lie there and do nothing…but for living people that is STILL considered a behavior!
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What are some things you can think of?
Things a skeleton can do (NOT Behavior)!
Things a person can do (Behavior)!
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Dealing with Student Behavior
Behavior is complex. Behavior does not occur in
isolation. Environmental and intra-student
variables contribute to students’ behaviors (both positive and negative).
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Environmental Variables
School/Classroom environmental factors
Supervising teacher/Instructional factors
Curriculum factors Social factors Home/community factors
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School/Classroom Factors Professional development for staff
Inconsistent discipline programs and philosophical differences
Bus ride (length, problems on bus carry over to school, etc.)
Temperature of building/classrooms
School and staff to student ratio
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School/Classroom Factors Inadequate supervision of students within
all areas of school Rules/expectations in class/building far
exceed skills of students to be successful Insufficient school materials/resources Classroom seating arrangements (too
close/near to peers, too far supervising teacher, near window or distractions)
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Supervising Teacher Instructional Variables
Supervising teacher expectations too high/too low for student
Feedback to student not frequent enough Rates of reinforcement too low for
student’s needs Negative or less frequent feedback and
interaction from supervising teacher
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Supervising Teacher Instructional Variables
Insufficient rehearsal time, direct instruction time and guided practice time
Level of supervision (frequency/rate) too low for student’s needs
Instructional strategies that do not take into account student’s various/preferred learning styles
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Social Factors
Effective classroom management strategies can create a positive learning environment and will contribute to the presence of
increased appropriate behavior.
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Social Factors
The student’s peer group can contribute in a positive or negative manner.
Do the peers support/reinforce appropriate behavior?
Do the peers exert influence over inappropriate behavior by teasing, taunting, or instigating?
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Home/Community Factors Level of supervision in the home Values/expectations between home and school Parents academic skills Reinforcement of school-related
academic/behavior strategies in the home Substance abuse in the home or community Unmet needs of the child resulting in school
absences, tardiness, and the inability of student to concentrate on school tasks
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Child Variables
Cognitive factors Physical factors Emotional factors Academic Factors Motivational Factors
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Cognitive Factors
Memory skills Length of attention span Language Self control Absence or presence of
prerequisite academic skills
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Physical and Health Factors
Hearing, motor, vision Speech (articulation, voice) Stimulation or fatigue Side effects of medication Stages of maturation/development Health conditions Sensory problems
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Emotional Factors
Emotional conditions Past/present history of abuse or
neglect
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Academic Factors
Student’s level of academic functioning
Link between inappropriate behavior and the difficulty of the task
Inappropriate behavior increases with difficulty of instructional task
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Motivational Factors
A major factor in motivation is the ability to predict success.
You are more motivated to attempt a task if you have reason to believe you will be successful.
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Competency Four
Paraprofessionals will be able to identify the components and understand the process and
importance of conducting an ABC analysis of behavior.
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Have you ever heard?... I’ve tried everything! She should be placed somewhere else. He just needs a good spanking. Nothing works with this kid! He does it ALL day. It’s her home - what would you expect from her
family? Nothing happened to set him off. She could do better if she wanted to. He acts just like his daddy. We punish him, but it just doesn’t work. You can’t predict her behavior…there is no reason
for it!
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The basis of functional assessment is the acceptance that all behavior is a form of communication and all behavior serves a purpose.
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The A-B-C’s of Behavior
The process of identifying what is causing or maintaining
behavior.
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“A” = Antecedent (or Triggers)Antecedents are the things that happen just before a behavior occurs.
Examples: time of day, who is present,during what event/subject/task
Setting events: Happen further away in time, but still contribute to the problem behavior. Examples: Lack of sleep, hunger,
medication, etc.
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“B” = Behavior
Behavior = the observable things people do
It can be described in concrete terms.
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“C” = Consequences
Consequences are what typically happen after the behavior occurs and indicate what maintains the behavior.
Things that happen after the behavior.
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By looking at what occurs as a result of the behavior you are able to make an hypothesis about what is maintaining the behavior or what function the behavior serving for the student.
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Function of Behavior
What is the student getting or avoiding when they engage in a specific behavior?
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Typical Functions of Behavior
Attention: Peer attention, adult attention Escape: Get out of an activity or away
from other students/staff. Sensory Stimulation: Self reinforcing
behaviors, such as thumb sucking, rocking, flapping
Access to Materials or Activities: Something tangible the student wants.
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The A-B-C’s of BehaviorActivity
Antecedent
Behavior
Consequences
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Situation #1
When the supervising teacher gives Joe a math assignment, he begins to get extremely disruptive, causing the supervising teacher to tell him to go stand in the hallway.
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Antecedents
What are the antecedents? What happens right before Joe’s
behavior?
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A-B-C’s
Antecedent Behavior ConsequenceMath Assignment
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Behavior
What behavior is the result of the supervising teacher giving Joe a math assignment?
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A-B-C’s
Antecedent Behavior ConsequenceMath Assignment Curses and Argues
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Consequence
What is the consequence for Joe engaging in disruptive behavior?
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A-B-C’s
Antecedent Behavior ConsequenceMath Assignment Curses and Argues Removed
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What do we know?
What do we know about when Joe curses? He curses when given math
assignments. What is Joe getting or avoiding by
cursing? Being removed to the hallway is
allowing him to avoid the math assignment.
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Did Joe get what he wanted?
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If Joe got what he wanted….
Was that the supervising teacher’s intent?
Is it possible that the supervising teacher saw removing him as a negative or punishing consequence?
Will Joe’s cursing behavior decrease under these conditions?
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For Joe the act of being sent out into the hallway is a reward…
How do we know?…Joe’s behavior doesn’t decrease (which is the effect of punishment) but will
increase or stay the same (which is the result of reinforcement).
(We will look at punishment and reinforcement in more detail later.)
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Group Activity: With a partner, look at Activity Situation #2
Whenever the supervising teacher makes an assignment, Trisha immediately puts her head down on her desk. Seeing this, the supervising teacher walks over to Trisha, leans down and speaks kindly to Trisha saying she knows Trisha can do the assignment if only she will try. The supervising teacher normally spends at least 2 minutes per assignment prompting Trisha in this manner.
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Activity Situation #2Questions
What is the antecedent?
What is the behavior?
What is the consequence?
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What do we know?
Trisha’s need for attention is greater than her need for academic learning or success. Presently the only time she gets the supervising teacher’s total attention is for being helpless and not working. If the supervising teacher wants to increase the amount of work Trisha does without assistance she needs to rearrange the consequence. Trisha should get attention when she is working, not when she is not working.
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Behavior Management: The Underlying Principles of Learning
Or
“Why They Do What They Do”
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Competency Five
Paraprofessionals will be able to verbalize the importance of being proactive.
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Remember They are children with developmental delays
and we must maximize our time to increase their chances of success.
We need to balance the instruction and teach the whole child.
Most of us draw on our own past experience and childhood for our knowledge about behavior and behavior management. We need to put that aside and take a fresh look, based on what science offers us.
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All changes in behavior that result from
experience = LEARNING
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Competency Six
Paraprofessionals will be able to identify the skills required to assist the teacher in promoting positive behavior in the school environment.
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Competency Seven
Paraprofessionals will be able to identify the skills needed to prevent inappropriate behavior, replace inappropriate behavior with appropriate behaviors, and respond appropriately to escalating behavior.
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Consequences
Consequences can make behavior stronger (happen more) or weaker (happen less) in the future.
Consequences can be “good”, “bad” or “neutral”.
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What Makes a Positive Consequence Powerful?
It should be something the student likes. It should be something the student does not
always have access to. It should be given immediately (or as quickly
as possible). It should be worth it (size matters). It should be something given get only after
the behavior is demonstrated.
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Examples
Social – Time to talk, a compliment, praise for good work or appropriate behavior
Things – Stickers, tokens, tickets Privileges – Outings, special
seating, first in line, extra time on computer
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Reinforcement Reinforcement is the most important
consequence. Definition of Reinforcement: Any
consequence that increases the probability of a behavior occurring again.
What is reinforcing to one is not necessarily to another. Listening to a type of music. Playing football Entertaining a group
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Reinforcement occurs when we increase the probability that a
behavior will happen again.
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Using Reinforcement
What you do…
Tell them what behavior you liked. Give a positive consequence that is “worth it”. Give it within 3 seconds. “Mean it”. (Not sarcastic!) Stay cool. (Be relaxed)
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When training a new behavior:
Timing of the reinforcement (needs to be immediately after the behavior.)
Continuous. Reinforce every single time the behavior occurs (in the beginning – you can space it out more later.)
What we use as a positive reinforcement must be reinforcing.
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Using Positive Feedback (Praise) Be specific about the behavior Comments should focus on what the student did RIGHT State EXACTLY what part of the behavior is acceptable Clearly communicate what behavior meets with
approval Give praise as soon after behavior as possible Vary your phrases Do not use praise too frequently or without reason Be sincere and genuine Be consistent and work at being seen as “fair” Use language that is developmentally appropriate
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Using Ignoring
Do NOT ignore: Physical danger to a child or adult Severe disruptions in the classroom Violations of classroom rules or
school policy If students are providing attention that
is maintaining the behavior
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Non-Verbal Praise
Nods Smiles “Thumbs up” sign Pat on the back “High five” Administer as soon as possible
following the appropriate behavior.
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Rules and Instructions as a Means of Increasing Positive Behaviors
Provide a guideline for what behaviors are appropriate.
Clearly stated instructions or posted rules enhance communication about expected behavior.
Can be used with other strategies such as positive feedback.
Restating the rules or instructions right before an activity will remind or cue the students about what is expected.
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Strengthen Relationships Invest time. Get to know the students. A positive relationship sets the ground
work for all other strategies. Students are more likely to listen and
respond to rules and requests if they know their interactions with the paraprofessional or teacher will be positive.
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Ways to Be Positive
Show students that they are important Learn their names Actively listen to them Remember things said by them
Praise ongoing use of appropriate behaviors Show interest in helping students Explain reasons for having rules Encourage students to participate in activities
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More Ways to Be Positive
Students respond better to adults who take a personal interest in them.
Develop positive relationships with all students
The ratio of positive to negative experiences for students should be about 5 positives for every negative.
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Provide Cues to StudentsNonverbal Cues: Eye contact Physical gestures (raising your hand
in silence) Tapping or snapping your fingers Coughing or clearing your throat Facial expressions (smile) Body postures (tilting your head)
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CuesFormal cues require training (usually during the first week of school). Dimming or shutting off lights as a signal to
be silent. Turning the lights off as a signal to be quiet
Ringing bells to signal time to change classes Using a timer to signal that work time is
finished Verbally reminding the class of the
procedures to follow.
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Proximity Control Moving around the room helps students stay
on task because of your “proximity” to them. Standing near a student who is not working
can “cue” them to return to task. It can help maintain classroom management
without interrupting the lesson or flow of the activity.
Be mindful to not reinforce the inappropriate behavior by giving the desired attention to the student.
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Ways to Help Students “Want to…” Relate the material to their life
experiences Demonstrate an active interest in that
child Demonstrate an active interest in the
child’s activity or work Use words and body language that
support and give positive feedback to the student
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Help Students Get Back on Task
Prompt the student to solve the problem by giving positive “you can” statements
Review the directions Provide another example or
demonstrate Supply one correct answer as a
model (not on tests).
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Other Considerations
Behavior Management is an opportunity for Teaching, not an opportunity for Punishment.
Consider the impact on the students’ best interests. Avoid embarrassing students. Suggestions should be constructive. Constructive suggestions should occur in private. Never engage in a power struggle. Strive for win/win. Thank students when they are trying to improve. DO NOT touch a student when he or she is upset. Keep teachers informed. Documentation should be objective and free of
emotion.
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Behavior Management PlansAre written documents that
Describe the behavior to be changed Describe strategies or interventions regarding the
target behavior Include a recording system Are developed by the teacher or school team Sometimes include paraprofessional’s input
Assist the teacher and paraprofessional to proactively and effectively deal with behavior
Communicate behavioral expectations and consequences for achieving the goal
Help paraprofessionals and teachers remain consistent
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Situation 3 Students in Ms. Smith’s 7th grade language
arts class frequently ask questions during independent seat work without waiting their turn or raising their hands. More than one student is often speaking at once and students yell the teacher’s name to get help.
For three days, Ms. Smith’s and her paraprofessional counted and recorded the number of times students asked for assistance without raising their hands.
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Situation 3 cont. For the three day period, the average
number of times students yelled out was 15 times per class. Hands were raised only an average of 5 times.
The teacher has decided that this is disruptive and that the first step in dealing with the problem is to create a plan which will increase the number of times that students raise their hands to request assistance.
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Sample Behavior Management Plan
• Date of Plan: January 26, 2003
• Class: 7th Grade Language Arts
• Period: 5th, 11:20 a.m. – 12:10 p.m.
• Starting Date: February 1, 2003
• Ending Date: February 5, 2003
• Objective:– Students in the class will increase the number of
times they raise their hands to indicate that they need assistance during independent seat work to at least 20 times per 50 minute class period.
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• Target Behavior:– Raising hand before requesting assistance.
• Activities:– At the beginning of class on Monday the teacher will
remind students that the teacher and paraprofessional will no longer provide assistance during seatwork unless students have first raised their hand to signal that they need help.
– Watch all students for the target behavior (who raise their hand before requesting assistance and how often.)
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– Record the behavior on the tally sheet attached below.
– Acknowledge that you’ve seen their hand raised.
– When a student raises his/her hand, call on him/her as soon as possible.
– Thank them for raising their hand and provide praise.
– Provide assistance.
– Ignore those students who call out without raising their hands.
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• Reinforcement Procedures:– The teacher will use verbal praise immediately
following hand raising.
– When students ask questions without raising their hand or waiting to be acknowledged they will be ignored.
• Materials Needed:– Class Performance Chart with student names and
target behavior.
• Recording Procedures:– Using the tally sheet below, record the number of
times that students raise their hands to request assistance during language arts class.
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Class Performance ChartStudent Monday Tues. Wed. Thurs. Friday
Alice
Doug
Louie
Martin
Mary
Michael
Penny
Sue
Total: Total: Total: Total: Total:Place a mark in the appropriate box for each time a student raises hand to indicate they need assistance. Repeat recording each day for one week.
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Summary of Guidelines Regarding Paraprofessionals’ Responsibilities
Regarding Behavior Plans Remember: The primary concerns are to provide the
BEST educational opportunities for students and teach them new skills.
The teacher provides the plan or approach. Any behavior concerns outside the plan will be referred
to the teacher. CONSISTENCY in following the strategies is critical. It is also important to systematically gather information
about behavior in order to plan and develop effective strategies for teaching positive behaviors.
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Prevention Is Good, But What Do You
Do When The Behavior Occurs?
Source: Willis, T., 1998
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Traditional Reactions
Punishment by delivery – Type 1 Punishment by withdrawal – Type 2 Natural Consequences Logical Consequences
Does this really move the student forward or move them to the next stage of failure?
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Reasons for Avoiding Traditional Consequences
Punishment / discipline Legal and administrative reasons Danger of elicited aggression Danger of “thoughtful” aggression Lack of social validity
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Facilitative Strategies Are designed to help the person solve
the problem and regain control. Active Listening - Reflects the
Message: You seem to be upset You want to leave. You don’t like … Your ____ seems to be hurting you.
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Redirection and Instructional Control
Redirect to competing activities Run an errand Ask entire class to name three favorite
things and call on student with the problem first
Ask entire class to stand up and take a deep breath.
“Check this and see if it’s ok.”
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Other Things to Do
Show respect. Use patience. Keep your word. If you make a mistake – own it and
apologize. Strive for positive interactions. Take a little time to listen.
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Observing & Recording Student Performance
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Competency Eight
Paraprofessionals should be able to:
1. Define behavior in observable, measurable terms.
2. Use systematic procedures for observing and recording behavior, including:
- frequency - anecdotal records
- duration - interval recording
- time sampling
3. Chart results of behavior observation using graphs.
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Purposes of Data Collection & Behavior Observation
Supporting classroom instruction Providing feedback and
reinforcement to students Summarizing and reporting student
progress Supporting diagnosis and verification
of disabilities
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Observation techniques used must…
Contain enough information to be useful,
but Not be so complicated that it
interferes with the observation.
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Observable & Measurable Behaviors
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Observable Behavior
Noted through one of the senses Usually described by action words Does not include feelings or
intentions which are inferred from other behaviors such as
- aggressive - excited- angry - lazy
- happy
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Measurable Behavior
Must first be observable Must be able to clearly determine
whether the behavior is occurring Must be able to count the
occurrences of the behavior and/or time the duration of the behavior
Must be able to tell when the behavior begins and ends
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Examples
Bobby talks to other students when the teacher is instructing the class.
This is both observable and measurable. Hear and see Bobby talking Can count the number of times Bobby talks or time
the length that he spends talking
Bobby has a poor attitude toward school. Not possible to determine exactly what Bobby is
thinking
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Observable and Measurable Behavior Activity
Check if the behavior described is both observable and measurable.
_____ 1. Will is not in his assigned seat. _____ 2. J im does not understand a concept presented
by the teacher. _____ 3. Laura dislikes the other students in her group. _____ 4. Deb correctly completed ten math problems. _____ 5. Liz taps her pencil on the desk. _____ 6. David checked out five books from the library. _____ 7. Sue asks the teacher to repeat instructions. _____ 8. Vicki sucks her thumb during nap time. _____ 9. Barbara speaks without permission. _____ 10. Toni raises her hand to ask for help. _____ 11. Donna enjoys reading. _____ 12. J osie cries when she is in the cafeteria. _____ 13. J on is lazy. _____ 14. J anet doesn’t like to work with the other
students in her classroom. _____ 15. Ken is angry.
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Observation Techniques
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Observation Techniques
Frequency Duration Interval recording Time sampling Anecdotal records
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The supervising teacher…. Identifies and defines the behavior to
be observed Determines where the observation
takes place Determines when the observation will
take place Determines the observation
technique to be used
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Frequency A record of the number of times a
specific behavior occurs within a specific time period
Useful for recording behaviors With a clear beginning and ending Of relatively short duration That tend to occur a number of times
during the specified time period
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Frequency Components
A specific time period A specific behavior A method for tallying the number
of events
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Sample of Frequency Record Form
Student: Myron J ohnson Behavior: talk outs during science class
Date Time Start / Stop
Tally of Observations
Total Count
3/8/03 1:30 1:40 xxxxx xxxxx xxxxx
15
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Frequency Count - Examples
Number of math problems completed within 15 minutes
Number of times a preschooler talks to a peer
Number of times student raises hand during a 10-minute class discussion
Number of times student asks for help
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Frequency count should NOT be used for…
Behaviors occurring at a high rate (ex. tapping pencil on desk)
Behaviors occurring for an extended period of time (ex. student sucking thumb)
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Duration Recording
Used when we want to know how long a behavior lasts
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Duration - Examples
Crying/screaming How long a student takes to complete
a math assignment How long a student continuously taps
pencil on desk How long student takes to clean up
play/work area
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Duration Components
Record the starting and ending time of a behavior
Compute the length of time the behavior occurs
Usually used to observe behaviors which occur less frequently and continue for a period of time
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Duration Data Sheet
Student: Behavior: Date: Start_______________ End________________
Start_______________ End_________________
Start_____________ End_______________
Start_______________ End_________________
Start________________ End__________________
Start______________ End_______________
Start________________ End__________________
Start_________________ End__________________
Start______________ End_______________
Total Minutes Duration
Total Minutes Observed
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Duration Activity – J oseph Part I
J oseph, a student in the classroom in which you work, f requently taps his pencil f or extended periods of time. This behavior is distracting to everyone in the classroom, and the teacher has asked you to take data to determine how long the pencil tapping episodes are lasting. You observe J oseph for five days and obtain the following data. Day 1: Started 2:05 Ended 2:20 Total Time _________ Day 2: Started 1:30 Ended 1:40 Total Time _________ Day 3: Started 2:05 Ended 2:15 Total Time _________ Day 4: Started 2:45 Ended 2:50 Total Time _________ Day 5: Started 12:30 Ended 12:35 Total Time _________ I nstructions:
1. Compute the length of time, in minutes, of each episode. 2. Record the information on the Duration Data form.
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DURATION DATA SHEET J oseph – Part I
Student: Behavior:
Day 1 Start Time ____________________ End Time______________________ Total Time ____________________ (# of minutes)
Day 2 Start Time _____________________ End Time________________ _______ Total Time _____________________ (# of minutes)
Day 3 Start Time______________________ End Time _______________________ Total Time ______________________ (# of minutes)
Day 4 Start Time ______________ ______ End Time ______________________ Total Time _____________________ (# of minutes)
Day 5 Start Time _____________________ End Time _______________________ Total Time ______________________ (# of minutes)
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Anecdotal Notes
Anecdotal notes are written notes describing events or incidents that occur. These notes usually become part of a student’s file.
Paraprofessional may be asked to complete anecdotal report if an incident occurs when they are with student.
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Anecdotal Records Might Be Used to Document:
Significant event which occurs unexpectedly or infrequently
Settings or conditions in which the behavior occurred
Antecedents and consequences of problem behavior
Conversations with parents
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Anecdotal Record Guidelines Record the behavior immediately. Use standardized anecdotal record form to make
sure all relevant information is included. Record what is actually observed rather than
feelings or perceptions about the incident. Use performance terms to describe the behavior. Be careful about including information about
other students (by name) in the record. Be aware that parents and other professionals
will have access to the record.
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WHI CH STATEMENTS ARE NONJ UDGMENTAL?
1. The principal did a good job separating the 5th graders who got into a fight during recess.
2. The teacher asked 15 questions during the
class period.
3. The teacher was too easy on J oe.
4. Dennis ate all of his lunch.
5. Maggie slept 15 minutes during naptime.
6. The parents of this child are totally unreasonable.
7. The puppet activity was boring.
8. Four students were in the bathroom smoking.
9. Louie completed 17 out of 25 problems on the
math test.
10. Sara ate three cookies during snack time.
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Anecdotal Records – What should be included?
Name of the observer Date of the incident Time when incident occurred Name of student involved Description of the incident Location/setting where the incident
occurred Notes/recommendations/actions taken Signature
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Happy Days Elementary School Anecdotal Recording Form
Observer_________________________ Observation Date_____________ Observation Time_____________ Student Name______________________________ Description of the incident:______________________________________ ______________________________________________________________________________________________________________________ Description of the location/setting:_______________________________ ___________________________________________________ ________ Notes/Recommendations/Actions:_________________________________ ___________________________________________________________ _________________________________ Signature
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Charting Student Performance
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Why Chart Behavior?
Makes it easier and quicker to review data
Easy to see changes in student behavior or performance
Beneficial in providing information and feedback to students and parents
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Walking Log
Day # of Minutes Walked 1 8 2 10 3 13 4 12 5 17
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Walking Log
0
2
4
6
8
10
12
14
16
18
1 2 3 4 5 6
Day
# o
f M
inut
es W
alke
d
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Charting Frequency Data - Graphs
Graphs have a vertical axis and a horizontal axis Vertical axis – record frequency of the
behavior observed Horizontal axis – indicates observation
period on which the frequency data was recorded
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3525201510
Frequency Data(Child Asking for Help)
0
10
20
30
40
1 2 3 4 5
Day
Freq
uenc
y
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1212863
Duration
0
5
10
15
1 2 3 4 5
Day
Min
utes
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Summary – Recording Data
Precisely describe behavior to be observed and discuss examples with teacher before you record.
Prepare recording technique ahead of time and make sure you are familiar with the form and the method for recording.
Carefully observe time limits and intervals used in the recording.
Prepare so that you need to make the fewest judgments while recording.
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Observational Techniques Method Definition Examples of Behaviors
Frequency A record of the number of times a specific behavior occurs within a specific time period. Frequency recording is useful for behaviors with a clear beginning & ending & are of relatively short duration.
- hitting - leaving seat - hand raises - # of math problems completed
Duration A record of the length of time from the beginning to the end of a behavior, i.e., how long the behavior lasts. This method is used for behaviors occurring less frequently and for a longer time.
- crying episodes - how long student taps desk with
pencil - temper tantrums
Interval Recording A technique that measures whether or not a behavior occurs within a specific time interval.
- toy throwing - smiling - socializing with other students
Time Sampling (similar to interval recording)
Behavior is recorded ONLY if it occurs at the end of the specified time period.
- in/out of seat - on/off task - nail biting - participating in a game during
recess
Anecdotal Records Written notes describing/documenting events/ incidents that occur & usually become part of a student’s file.
- Unexpected or infrequently occurring significant events
- Settings or conditions in which behavior occurred
- Antecedents and/or consequences - Conversation with parents
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Competency Nine
Paraprofessionals will display an understanding of the role of
confidentiality and how it relates to behavior management and
discipline of students with disabilities.
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ConfidentialityAll student information is confidential. This an extremely important component of the law. There are many Federal laws and state statutes that protect the privacy of educational records. The main Federal law pertaining to student records is the Family Educational Rights and Privacy Act (FERPA). Information or records falling under this law must remain confidential. Significant penalties can occur from failure to comply with the privacy act.
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Many school staff fail to realize that even conversations with non-school personnel or school personnel without an educational involvement with a specific child can be a violation of this act.
Information and records covered under this act may include, but are not limited to: personal and family data evaluation and test data, psychological, medical and anecdotal reports, records of school achievement and progress reports, disability information, and copies of correspondence concerning students.
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Discussing specific facts about the students with which you work is a violation of the students’ confidentiality rights. Remember that matters regarding students are confidential and cannot be a topic of public discussion – not even in the teacher’s lounge, not at the grocery store, not with other paraprofessionals who do not work with the student. Even if you do not mention a student’s name, talking about an incident can give identifiable information.
Provided by CEC