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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

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1 2 3 4 5 6

Day

# o

f M

inut

es W

alke

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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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Frequency Data(Child Asking for Help)

0

10

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30

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1 2 3 4 5

Day

Freq

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1212863

Duration

0

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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.

139

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