Para Training
Published on Nov 20, 2015
Training for parapros working in schools with students with disabilities.
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
Agenda
- Professional Expectations
- Why you are important
- Instructional Strategies
- Behavior
Photo by Rajiv Patel (Rajiv's View)
Professionalism
Confidentiality
Dignity for all
NEVER discuss students by name with someone (other than the relevant teacher)
Maintain appropriate dress, behavior, topics of discussion around students
Positive unconditional regard
Being on time; positive working relationships
Dignity for all
NEVER discuss students by name with someone (other than the relevant teacher)
Maintain appropriate dress, behavior, topics of discussion around students
Positive unconditional regard
Being on time; positive working relationships
Photo by subatomicdoc
John Hattie, Education Guru
Research says...
What Works
classroom management
metacognitive strategies
feedback
students self-grading
teacher clairty
metacognitive strategies
feedback
students self-grading
teacher clairty
Instructional Strategies
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- Assisting with modifications and accommodations
- Documenting accommodations and modifications
Accommodations Documentation sheet
examples of accommodations
examples of modifications
examples of accommodations
examples of modifications
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- Break tasks into smaller steps
- Present a limited amount of information on a page
- Help with organizational skills
- Preteach
Break tasks down: on a card or paper. Provide check boxes.
Physically break apart tasks (such as cut math paper into rows; student only has one row at a time)
GIVE EXAMPLE OF TASK CARD
Organizational skills: organizing notes; class papers; agenda or notebook; folders for keeping materials organized.
Preteach vocab for science, social studies.
Physically break apart tasks (such as cut math paper into rows; student only has one row at a time)
GIVE EXAMPLE OF TASK CARD
Organizational skills: organizing notes; class papers; agenda or notebook; folders for keeping materials organized.
Preteach vocab for science, social studies.
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- Help student find audio versions of reading material
- Supply manipulatives
- Provide graph or chart paper
- Make ideas concrete
- Help student link to prior knowledge
Provide Study guides,
Provide Outlines, diagrams, study guides, questions to be answered from the reading.
Have student read questions to be answered prior to reading passage.
Model (outloud) problem solving, idea generation, thinking through a problem
Provide Outlines, diagrams, study guides, questions to be answered from the reading.
Have student read questions to be answered prior to reading passage.
Model (outloud) problem solving, idea generation, thinking through a problem
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- Provide highlighters or highlight tape
- Create a written task card
- Posted/written steps indicating the process
- Be a scribe
- Audiotape verbal responses
Highlighting: use different colors Red=Main idea
Blue-Important details
Yellow=cause and effect
Scribing: write only what the student says.
Have student spell more difficult words.
Have student speak the punctuation
(this is important for learning how to work with a scribe and to develop the skills necessary for voice to text software and state testing)
Blue-Important details
Yellow=cause and effect
Scribing: write only what the student says.
Have student spell more difficult words.
Have student speak the punctuation
(this is important for learning how to work with a scribe and to develop the skills necessary for voice to text software and state testing)
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- Progress monitor skills
- Summarize material orally
- Provide graphic organizers
- Have student summarize
Progress monitoring: frequent quick assessment of specific skills. This would be at the teacher's discretion
Graphic organizers: teacher would have these. (S)He may have specific ones to use.
Graphic organizers: teacher would have these. (S)He may have specific ones to use.
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- Link educational outcomes to effort (success comes from hard work, not ability)
- Question. "Why?" "How?" "How do you know?"
- Restate complex verbal directions; make them short and concise
- Have student repeat or explain the directions or task
Simplify
Clarify
Restate
Question
Clarify
Restate
Question
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- Verbal highlighting
- Give feedback
- Praise effort
Give example of Verbal Highlighting
Define Feedback
Define Feedback
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Behavior Strategies
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- Unconditional Positive Regard
- 5:1
- Follow existing Behavior Plan
5:1 Positive interactions need to outweigh negative interactions
Behavior plans may be in place. Be familiar with their contents because they must be followed.There may be data requirements that go with the BIP. Help provide feedback on effectiveness.
Behavior plans may be in place. Be familiar with their contents because they must be followed.There may be data requirements that go with the BIP. Help provide feedback on effectiveness.
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- Help student self-monitor
- Set up for success then reinforce immediately
- Understand the purpose of behavior (escape, obtain,
Show self-monitoring example
Purpose of behavior
Escape
Obtain
Purpose of behavior
Escape
Obtain
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- Be a robot
- Follow through with consequence each and every time
- Offer options
Be Emotionless
Follow through
Follow through
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- Let student "save face"
- Teach new skills
- Wag more...Bark less
- Hit and Run
Save face: write a note, speak in private, whisper
Hit and run: for ODD students,
Hit and run: for ODD students,
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- Anticipate problems
- Provide acceptable choices
- Decide what is negotiable
- Use Descriptive Praise
Descriptive Praise:
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- Commands vs. Requests
- Ignoring
- Cueing
- Provide a visual schedule
- Provide visual reminders or cues
Commands: no option
Request: asked as if there is a choice
Visual cues: stop sign on a card, hand signal, "the look", a nod, something agreed upon (like touching your nose)
Request: asked as if there is a choice
Visual cues: stop sign on a card, hand signal, "the look", a nod, something agreed upon (like touching your nose)
Photo by Auntie P
DIRECTION
- "You need to ....."
Many commands are issued from a distance of 15
to 20 feet. Another common problem is to give a
command from behind a desk. To give an effective
precision command, the instructor should stand
within 3 feet of the student. It also helps to touch
younger students on the shoulder to gain their
attention.
The instructor should make direct eye contact
with the student when giving a precision command.
This eye contact should be maintained
throughout the precision command regardless of
whether the student looks at the instructor.
Yelling, cajoling, or pleading reduces the effectiveness
of a precision command. A soft, firm command
given within 3 feet of the student is usually
more effective.
Disparaging remarks reduce the effectiveness of
precision commands. Such statements as “Bill, if
you’d listened in the first place, you wouldn’t have
to . . . ” or “It’s about time you did something I
asked!” are highly critical and reduce effectiveness.
Descriptive commands are more effective than
ambiguous or general commands. For example,
the command “Do the even math problems on
page 22” is better than “Do your work.”
to 20 feet. Another common problem is to give a
command from behind a desk. To give an effective
precision command, the instructor should stand
within 3 feet of the student. It also helps to touch
younger students on the shoulder to gain their
attention.
The instructor should make direct eye contact
with the student when giving a precision command.
This eye contact should be maintained
throughout the precision command regardless of
whether the student looks at the instructor.
Yelling, cajoling, or pleading reduces the effectiveness
of a precision command. A soft, firm command
given within 3 feet of the student is usually
more effective.
Disparaging remarks reduce the effectiveness of
precision commands. Such statements as “Bill, if
you’d listened in the first place, you wouldn’t have
to . . . ” or “It’s about time you did something I
asked!” are highly critical and reduce effectiveness.
Descriptive commands are more effective than
ambiguous or general commands. For example,
the command “Do the even math problems on
page 22” is better than “Do your work.”
Photo by DeeAshley
Wait
- 10 seconds
Once a precision command is given, allow the
student 3 to 5 seconds to respond. Frequently,
instructors unnecessarily repeat the command or
give a new command before the student has had an
opportunity to comply to the original command.
student 3 to 5 seconds to respond. Frequently,
instructors unnecessarily repeat the command or
give a new command before the student has had an
opportunity to comply to the original command.
Photo by Leo Reynolds
Reinforce
- If student complies, reinforce
- Descriptive praise
- If student does not comply:
- RESTATE COMMAND
An instructor should always praise the student for
following directions. However, if the student fails
to comply, give a second command.
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RESTATE COMMAND
- Use signal words
- "need", "now"
If the student fails to respond, give a second command. The second precision command is
more effective if warning words such as “need” and “now” are consistently used. The words
signal or warn the student that unless the command is followed an unpleasant consequence
will follow
When asking a student to follow a direction, ask
only twice. If the student has not started to
respond after the second command, follow through
with a preplanned consequence.
more effective if warning words such as “need” and “now” are consistently used. The words
signal or warn the student that unless the command is followed an unpleasant consequence
will follow
When asking a student to follow a direction, ask
only twice. If the student has not started to
respond after the second command, follow through
with a preplanned consequence.
Photo by Feral78
Consequence
- Preplanned
- Appropriate
- Unpleasant
If a student does not follow the command, use an appropriate, unpleasant consequence.
Unpleasant consequences might include response cost or loss of a privilege such as free time,
recess, or eating lunch in the lunchroom. A hierarchy of unpleasant consequences may be
needed if a student fails to comply
Unpleasant consequences might include response cost or loss of a privilege such as free time,
recess, or eating lunch in the lunchroom. A hierarchy of unpleasant consequences may be
needed if a student fails to comply
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RESTATE 2nd Command
Following the unpleasant consequence, restate the command. For example, “John, now I need you to . . . ” followed again by an appropriate consequence.
Monitor student compliance. The average student
is compliant to teacher’s commands about 70-80%
of the time. A problematic student is compliant
less than 50% of the time.
There is a tendency to overuse an effective technique.
Instructors should make sure that they
only use precision commands for the most difficult
situations. In addition, the ratio of positive remarks
to precision commands should be about 4 to 1.
It is easy to forget to praise students for following
directions. Positive attention should always be
given when students comply with directions.
If a student does not want to be touched, then
don’t. Stand within 3 feet, make eye contact, wait
3 to 5 seconds, and then repeat the command if
necessary. Let the program work for you.
Some Native American cultures do not allow or
encourage eye contact. In this situation, do not
make eye contact. However, follow the other
outlined procedures for precision commands.
Monitor student compliance. The average student
is compliant to teacher’s commands about 70-80%
of the time. A problematic student is compliant
less than 50% of the time.
There is a tendency to overuse an effective technique.
Instructors should make sure that they
only use precision commands for the most difficult
situations. In addition, the ratio of positive remarks
to precision commands should be about 4 to 1.
It is easy to forget to praise students for following
directions. Positive attention should always be
given when students comply with directions.
If a student does not want to be touched, then
don’t. Stand within 3 feet, make eye contact, wait
3 to 5 seconds, and then repeat the command if
necessary. Let the program work for you.
Some Native American cultures do not allow or
encourage eye contact. In this situation, do not
make eye contact. However, follow the other
outlined procedures for precision commands.
Photo by Autumn Welles
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- have a preplanned list of consequences
- work with the teacher to determine these
- monitor the student's compliance rate
- Don't forget to praise/reinforce compliance!
Check the level of positive responses to
students. The ratio of positive comments
to reprimands/negative comments should
be about 4 to 1 (see High Rates of Positive
Responses LRBI Checklist).
✍ Preplan a set of positive and negative
consequences.
✍ Design a set of classroom rules. The first
rule in the list should be, “Follow your
instructor’s directions immediately.”
✍ Explain the precision command process
to students before starting.
Materials and Supplies
✍ Preplanned consequences.
✍ Rules Chart with the first rule “Follow the
teacher’s directions immediately.”
✍ A “What If . . . ” chart (consequences) to help
implement a hierarchy of both positive and
unpleasant consequences.
students. The ratio of positive comments
to reprimands/negative comments should
be about 4 to 1 (see High Rates of Positive
Responses LRBI Checklist).
✍ Preplan a set of positive and negative
consequences.
✍ Design a set of classroom rules. The first
rule in the list should be, “Follow your
instructor’s directions immediately.”
✍ Explain the precision command process
to students before starting.
Materials and Supplies
✍ Preplanned consequences.
✍ Rules Chart with the first rule “Follow the
teacher’s directions immediately.”
✍ A “What If . . . ” chart (consequences) to help
implement a hierarchy of both positive and
unpleasant consequences.
Photo by arbyreed
Disabilities
LD
CI
OHI
EI
ASD
SLI
D/HH
LD
- Difficulty in reading, writing, math, and/or language
- May also have ADD/ADHD, memory difficulty, motor difficulty, social difficulty
- Can qualify LD only if they have other academic strengths
- Difficulties are due to a processing problem
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OHI
- Depends on the "health impairment"
- could be epilepsy, attention deficits, cancer, diabetes, etc.
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CI
- slow/low development across all areas
- concrete, basic understanding
- capable of learning but pace is slower
- what used to be referred to as "mental retardation"
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SLI
- Articulation vs. Language Impairment
- Could have phonological problems
- Not due to English Language status; EL students could have a SLI in their primary language.
- Can have SLI eligibility in addition to another disability, or the SLI could be a part of another eligibility area (e.g., LD)
Photo by lumaxart
EI
- due to an emotional difficulty; anxiety; depression
- Not due solely to a current life situation
- Not: "naughty" behavior, delinquent behavior, conduct disorder, opposition.
- Have little/no control over behavior. Not manipulative.
- A student can be both EI and conduct disordered.
Photo by 55Laney69
ASD
- autism SPECTRUM disorder
- B/W, rigid, rule based
- sensory issues possible
- visual vs. auditory
- uneven skills and development
- pattern of interests
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- Social Stories
- Written vs. spoken directions
- Visual schedule
- If-Then visual
- Visual cues
- Sensory diet
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