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Don’t Be a Bystander: How Paraeducators Can Support
Classroom Behavioral Intervention
Christina Cipriano Tia N. Barnes Lisa M. Flynn
Susan E. Rivers
Introductions
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School Current position Biggest challenge in behavior management What you hope to gain from this workshop
OBJECTIVES Identify challenges to behavior management Learn best practices for active support of classroom behavioral intervention
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WHAT IS THE CLIMATE IN YOUR CLASS?
3 words to describe current classroom climate 3 words to describe ideal classroom climate
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PROBLEM BEHAVIOR Disruptive Unsafe
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YOUR ROLE AS A PARAEDUCATOR
BARRIERS TO BEHAVIOR MANAGEMENT
CHALLENGES TO BEHAVIOR MANAGEMENT
Lack of training Unclear roles Lack of time
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OVERVIEW OF THE RELATE PROJECT
Interactions between educators that reflect unity of purpose, clear classroom management/instructional strategies, and support a quality learning environment
COMPONENT 1: TEACHER-PARAEDUCATOR INTERACTIONS
Interactions between the educator and students that identify, acknowledge, and accommodate for individual learning needs and goals
COMPONENT 2: ACCOMMODATIONS
Interactions between educator and students promote a physical and psychologically safe learning environment
COMPONENT 3: PREVENTION
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ELEMENTS OF PREVENTION
Monitoring De-Escalation of Disruptive or Unsafe Behavior Intervention
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MONITORING Classroom Merit System Communication about student behavior Vigilance
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Classroom Reward Systems
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What is the classroom merit system used in your class?
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CLASSROOM MERIT SYSTEM
Explicit instruction on system Encourage student self-evaluation Frequent feedback Reference goals, earnings, rewards
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COMMUNICATION Engage with class team about student progress Prompt student communication about progress
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VIGILANCE Get to know students Continuously monitor Intervene immediately
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DE-ESCALATION OF DISRUPTIVE OR UNSAFE BEHAVIOR
Prompt and effective Use of directives and limits Neutrality is key
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DE-ESCALATION
Reminders of consequences Adjustment of classroom elements
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ACTIVITY
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DEBRIEFING QUESTIONS
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1. What was the experience of being the leader like for you?
2. What was the experience of being the follower like for you?
3. What was your experience like in the third round when there was no clear leader?
4. When did you experience discomfort? If so, how was your discomfort related to
cooperation?
5. Have you experienced a similar type of discomfort when trying to collaborate with
others in the real world? When?
6. How can this activity help you understand issues related to collaboration?
INTERVENTION Crisis intervention refers to the methods used to offer immediate, short-term help to individuals who experience an event that produces emotional, mental, physical, and behavioral distress or problems
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CRISIS INTERVENTION
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CRISIS INTERVENTION Employ strategies as needed Remove student if a danger to self or others Re-establish communication
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QUESTION TIME
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Can You RELATE?
Dr. Christina Cipriano: [email protected] Dr. Tia N. Barnes: [email protected]
Thank you to our amazing research team and to the teachers, parents, and administrators who have participated in this work. Research generously funded by a grant from the William T. Grant Foundation (ID#180276)
