Providing Positive Student Support: Instructional and Behavior Management Paraprofessional In-service Lower Moreland Township School District November

Providing Positive Student Support:Providing Positive Student Support:Instructional and Behavior Instructional and Behavior

ManagementManagementParaprofessional In-service

Lower Moreland Township School DistrictNovember 26, 2008

Karen Taratuski, M.Ed., M.S.

Our GoalOur Goal

• Our goal as educators is to help students with disabilities become as independent as possible throughout the school, home, and community.

Purpose of this trainingPurpose of this training

• To develop an understanding of how external supports help to shape behavior

• To build our capacity to support students in developing independent functioning within the classroom, academically and behaviorally.

What is “independence?”What is “independence?”

• Freedom from the influence or control of others

• Completing a task without undo assistance• Using resources to meet your personal

needs• Self-help aka Self-advocating • Making appropriate choices and decisions• Being able to say, “I can do it myself!”

Why build independence?Why build independence?

• Builds self-esteem• Motivates a student to achieve• Gives student a sense of purpose • Social acceptance• Reduces stereotypic labels• Allows teachers to focus on instruction

What is my role?What is my role?

• Build your knowledge about strategies• Help only when they cannot do it themselves• Teach independence• Offer support, as needed• Build independence throughout the day• Participate in behavioral intervention• Be aware of how professional’s behavior affects

behavior of students• Data collection

Scaffolding Scaffolding

Scaffolded instruction is the “systematic sequencing of prompted content, materials, tasks, and teacher and peer support to optimize learning.”

(Dickson, Chard, & Simmons, 1993, p. 12)

Scaffolding InstructionScaffolding Instruction

• Interaction takes place in a collaborative environment and honors the child’s intentions

• Expectations are developmentally appropriate

• Support is gradually withdrawn as skills are gained

• The child internalizes the knowledge and becomes independent

• Identify what the student already knows

• Begin with what the student CAN do

• Help students achieve success quickly

• Help students to “be” like everyone else

• Know when it’s time to stop• Help students be independent

when they have command of the activity

Building IndependenceBuilding Independence

• Cues/Prompts• Modeling• Shaping• Wait Time• Fading• Reinforcement

Hierarchy of SupportsHierarchy of Supports

• Least Intrusive• Draw attention to the natural

cues/prompts in some way.• Ask a question about necessary action.• Give an option.• Model the behavior/response• Tell the student what action to take.• Physically guide the student through

the process.

• Most intrusive

Cues or Prompts Cues or Prompts

• Verbal or nonverbal signals that indicate what action is necessary

• Naturally occurring• Environmental stimulus • Behaviors of others

• imposed:• Questions• Options• Auditory Cue• Visual Cue• Tactile Cue

ModelingModeling

• To demonstrate a behavior or completion of a task for the learner

ShapingShaping

• To teach a behavior or task by providing cues, models, and consequences for steps demonstrated gradually until the final behavior or task is learned

Wait TimeWait Time

• The amount of time given to the student to respond to a question or complete a task

FadingFading

• A gradual reduction of cues/prompts and extrinsic (outside) reinforcers as the student demonstrates desired behavior or task

ReinforcementReinforcement

• Any action or event that increases the likelihood that a behavior will occur

Reinforcers….• Draw attention to the natural consequences of

performing the behavior• Ask a question about what natural consequences

resulted from performing the behavior• Connect the behavior to a reinforcer

Effective educators have been Effective educators have been found to be much more skilled found to be much more skilled

than ineffective teachers at than ineffective teachers at preventingpreventing disruptions from disruptions from

occurring.occurring.

Prevention StrategiesPrevention Strategies

• Clear expectations• Teach (and re-teach) behaviors• Teach (and re-teach) rules and routines • Purposeful physical arrangements• Effective instruction (prompting and

preparation)• Policy of consistent administrator and staff

implementation

Behavior ManagementBehavior Management

…it’s as easy as A-B-C

AAntecedentntecedent

• Conditions that exist prior to the behavior occurring that trigger the occurrence of the behavior• Task• Person• Type of request• Manner of delivery• Environmental conditions: temperature, noise, group

size, stimulation level• Internal conditions – illness, pain

BBehaviorehavior

An action by an individual that is

Observable

AND

Measurable

What is a Behavior?What is a Behavior?

“Behavior is what a man does, not what he thinks, feels, or believes"

• It is what people say and do.• An action that can be seen or heard.• It is observable, it can be described.• It is measurable, it can be recorded.• It can have one or more dimensions that are all

measurable (frequency, duration & intensity).• Behavior happens for a reason (it is lawful).

What do behaviors look like?What do behaviors look like?

Behavior:• -running out into the

hallway • -hitting desk with fist• -completing schoolwork

early• -yelling expletives in

class• -writing and passing

notes to classmates

Not:• -bad attitude• -lazy• -low self-esteem• -frustrated• -control, power• -angry• -lack of motivation• -disrespectful

Behavior is LearnedBehavior is Learned

• If a behavior leads to a pleasurable or favorable outcome, it will tend to be repeated, increase, happen more often.

• If a behavior leads to a distasteful or unfavorable outcome, it will tend to stop, decrease, occur less often.

These are the laws of learning.

CConsequencesonsequences

• The events that happen following the behavior that affect what a person gets as a result of the behavior - good or bad!

• They can be reinforcers or punishers• Peer reactions• Teacher reaction• Removal of demand• Removal from the situation• Unpleasant or undesired response

Reinforcement v. PunishmentReinforcement v. Punishment

• Reinforcers INCREASE behavior• Positive Reinforcers: desirable or pleasant

stimuli • Negative Reinforcers: undesirable or aversive

stimuli (seat belt bell/reminder)• Punishment DECREASES behavior

• Any stimuli that is presented following the behavior that decreases the occurrence of the behavior

All Reinforcers Are Not Created All Reinforcers Are Not Created EqualEqual

PunishmentPunishment

• Time out (from reinforcement)• Reprimand• Cost response (loss of token, loss of

privilege• Exclusion

Functional Behavior AssessmentFunctional Behavior Assessment(FBA)(FBA)

A systematic assessment of the problem behavior, using observation and data

analysis, in order to develop a plan to develop more appropriate behaviors.

Behaviors haveBehaviors have

• Form (What does the behavior LOOK like?)• Specific description• Frequency• Duration• Intensity

• Function - All behaviors are purposeful

• Get something • Avoid something• Escape something

• Attention• Object• Activity• Stimulation

“It is easier to prevent a behavior from occurring, than to deal with it after

it has happened.”

Behavior MantraBehavior Mantra

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger

Seven Phases of Challenging Behaviors

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You a

re h

ere

Seven Phases of Challenging Seven Phases of Challenging Behaviors Behaviors

1. Calm1. CalmDefinition:• Student is in typical, neutral state• Student is cooperative and

responsive to teacher and task demands

Preventing Challenging BehaviorPreventing Challenging Behavior

•Be aware of the antecedents that affect behavior

⁻Environmental⁻Time⁻Physical/Medical⁻Task⁻Instructor⁻Presentation

Responding to StudentsResponding to Students

• Treat students with respect• Look for opportunities to praise

students• Attend to appropriate behaviors of

student

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here

Seven Phases of Challenging Seven Phases of Challenging Behaviors Behaviors 2. Trigger2. Trigger

Definition• Any event that provokes an

undesired response from the student• School-based

• Non-school based

Prevention at the Trigger StagePrevention at the Trigger Stage

• Remove or reduce the importance of the trigger

• Provide a reminder or cue for an alternate reaction to the trigger

• Precision requests

Responding at the Trigger StageResponding at the Trigger Stage

• Respond to negative student behaviors in a professional manner

• Don’t take it personally• View as a teaching opportunity• Avoid management traps

• Passionate discipline• Preteaching• Questioning

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here

Seven Phases of Challenging Seven Phases of Challenging Behaviors Behaviors 3. Agitation3. Agitation

Definitions• Student behavior unfocused or off-

task• Student showing indicators of anxiety• Student no longer in typical, neutral

state

Prevention at the Agitation StagePrevention at the Agitation Stage

• Let student know you are aware there is a problem

• Use active listening• Help student label the emotion• Clarify immediate expectations• Reduce situation demands

Responding at the Agitation StageResponding at the Agitation Stage

• Provide or withdraw attention• Avoid a power struggle• Offer choices• Use interrupting strategies

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


4. Acceleration4. AccelerationDefinition• Student actively resisting, refusing• Verbal aggression, threats• Violation of behavior rules• A student screams “You can’t make me,

_________”• A student curses at you• Behavior is confrontational

Prevention during AccelerationPrevention during Acceleration

• Posture• Eye Contact • Facial Expression• Distance • Voice Quality• Privacy • Present Options• Acknowledge cooperation

Responding during AccelerationResponding during Acceleration• Avoid escalating prompts • Remain calm and respectful• Set clear limits• Remove potentially dangerous items• Obtain needed support to manage

situation• Use distracting statements to help

student redirect focus

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


5. Peak5. PeakDefinition• Student aggression to self, others or

property• Overall student behavior out of control• Fighting • Property destruction • Assault

Prevention at Peak StagePrevention at Peak Stage

• Specific Defusing Statements • Dignity for yourself • Dignity for the student • Keep the student in class• Teach an alternative to aggression

Responding at Peak StageResponding at Peak Stage

• Protect yourself, student and others as much as possible

• Remove student or remove others• Pause and Assess• Physically step away and send for help• Block non-aggressively (if necessary)

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You a

re h

ere


6. De-escalation6. De-escalationDefinition• Reduction or cessation of student aggression• Reduced frequency or intensity of student

behaviors• Student may appear confused

Preventing re-escalation:• Be cautious of your responses to student

Responding during De-escalationResponding during De-escalation

• Provide cues to signal positive behaviors

• Attend to appropriate behaviors• Engage student in individual

assignment• Provide quiet time

5.

6.

1. 2.

3.

4.

7.Calm

Agitation

Acceleration

Peak

De-escalation

RecoveryTrigger


You are here


7. Recovery7. Recovery

Definition• Student returns to “calm”• Student eager to complete tasks• Student reluctant to interact or talk

Prevention during Recovery PhasePrevention during Recovery Phase

Tips for prevention• This phase is necessary after a challenging

behavior has occurred• Attempts for prevention of the behavior should

occur in the previous phases so that the student does not have to enter the recovery phase

Responding during Recovery PhaseResponding during Recovery Phase

• Attend to appropriate student behaviors• Help student focus on independent task or

activity• Consider/analyze events that led to crisis• Teach alternative responses at a later time

Behavior Intervention PlanBehavior Intervention Plan

• Intervention Strategies (Specially Designed Instruction): • Antecedents (to address triggers)• Replacement behaviors - Identify the behavior that you

will teach the student to perform that will efficiently achieve the same function as the behavior of concern. Include the plan for instruction including prompts, and your plan for systematically adjusting the replacement behavior requirements over time (based on data).

• Consequences (reinforcement for replacement behavior)

• Consequences (to address behaviors of concern)

Success = IndependenceSuccess = Independence

“Success is neither magical or mysterious. Success is the natural consequence of consistently applying the basic fundamentals. Jim Rohn

“The most important outcome of education is to help students become independent of formal education.” Paul E. Gray

Resources/ CreditsResources/ Credits

Information for this presentation has been combined from the following in-service presentations developed by the Montgomery County Intermediate Unit:

• “What Should I Do When I Am Working with Students Who Have Challenging Behaviors?”

• “Levels of Support/Levels of Prompting”• “The Paraeducator’s Roles and Responsibilities

in Effective Behavior Management”

Documents

Providing Positive Student Support: Instructional and Behavior Management Paraprofessional In-service Lower Moreland Township School District November