Paraprofessional Behavior Module. Goals for this Module. Paraprofessionals will have a basic understanding of what it means to function as part of a behavior team.
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3. Paraprofessionals will understand the importance of collecting and using data to support behavior change in students
1. 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.
2. An understanding of their role and the role of the supervising teacher in responding to student behavior and in the implementation of behavior support plans.
3. An understanding of the variables that may contribute to student misbehavior.
4. The ability to identify the ABCs (antecedents-behaviors-consequences) of behavior and understand the process and importance of using this data to facilitate behavior change.
5. The ability to verbalize the importance of being proactive (e.g., teaching an appropriate behavior to replace an inappropriate behavior) over being reactive.
6. The ability to identify the skills required to assist the supervising teacher in promoting positive behavior in the school environment.
7. The ability to identify the skills needed to prevent inappropriate behavior, replace inappropriate behavior with appropriate behaviors, and respond appropriately to escalating behavior.
8. The ability to observe, record and chart behavior under the direction of the supervising teacher.
9. An understanding of the role of confidentiality and how it relates to behavior management and discipline of students with disabilities.
Competency OneA 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.
1. The belief that the overall purposeof any behavior program is to aid the student in learning and displaying those behaviors conducive to learning and functioning in society.
2. The overall goal is to teach and encourage appropriate social behaviors.
3. The underlyingphilosophy is that appropriate behaviors can be taught just as we would teach any other lesson.
Competency TwoParaprofessionals will understand their role and the role of the supervising teacher in responding to student behavior and in the implementing of behavior plans.
Competency FourParaprofessionals will be able to identify the components and understand the process and importance of conducting an ABC analysis of behavior.
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 is the behavior serving for the student.
Situation #1When 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.
Math AssignmentCurses and Argues
A B C
Math AssignmentCurses and Arguesremoved
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.)
What are the ABCs of Situation 2?
A B C
(Antecedent) (Behavior) (Consequence)
A B C
A B C
Teacher requests Smarts off
A B C
Teacher requestsSmarts off Peers laugh
Or “Why They Do What They Do”
Paraprofessionals will be able to identify the skills required to assist the teacher in promoting positive behavior in the school environment.
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.
Party--------->Pleasure (Then the song brings pleasure.)
getting in trouble--->Fear / anger (Now the sight of you brings fear and anger.)
Loud noise------->Fear (Now darkness elicits fear.)
Clowns----------->Pleasure (or fear)
When those two things are no longer paired, the response gradually weakens and disappears - EXTINCTION occurs.
1) Timing of the reinforcement (needs to be immediately after the behavior.)
2) Continuous. Reinforce every single time the behavior occurs (in the beginning – you can space it out more later.)
3) What we use as a positive reinforcer must be reinforcing.
If you stop giving attention for “calling out,” (and attention was what was keeping it there), “calling out” will weaken and disappear.
Recurrence of the behavior - after rest or not being in that situation - following extinction.
*Piecework - bonus for every 100
*Paid after every 10 yards mowed.
Student gets a point after working 10
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.
A stimulus or event occurs following a behavior, and the behavior decreases.
Source: Sprague J., Walker H., Colvin G., and Ramsey E.
T I M E
Source: Walker H., Colvin G., & Ramsey E., 1995
Phase One: CALM
1. On task
2. Follows rules & expectations
3. Responsive to praise
4. Initiates behavior
5. Goal Oriented
6. Socially appropriate
a. Denial of something they need
b. Something negative is inflicted
2. Changes in Routine
6. Ineffective problem solving
1. Dysfunctional families
2. Health Problems
6. Substance abuse
7. “Drug babies”
8. GangsPhases of Escalating Behavior - Phase Two:TRIGGERS
1. Eyes dart
2. Language non- conversational
3. Busy hands
4. In and out of group
5. Off-task / On-task
Decrease in Behavior
1. Stares into space
2. Language subdued
3. Hands contained
4. Withdraws from group
5. Off-task, “Frozen”Phases of Escalating Behavior Phase Three:AGITATION
2. Non-compliance & defiance
4. Provoking students
5. Compliance with accompanying inappropriate behaviors
6. Criterion problems
7. Whining & crying
8. Avoidance & escape
9. Threats and intimidation
10. Verbal abusePhases of Escalating Behavior Phase Four :ACCELERATION
5. Blaming others
7. Responsive to directions
8. Responsive to manipulative or mechanical tasks
9. Avoidance of discussion(unless there is occasion to blame others)Phases of Escalating Behavior Phase Six :DE-ESCALATION
Getting in the student’s face
Nagging or preaching
Engaging in power struggles
Tugging or grabbing the student
Cornering the student
Shouting or raising voice
Source: Willis, T., 1998
NO REAL PURPOSE EXCEPT VENTING YOUR OWN EMOTIONS.
Paraprofessionals should expect to be able to:
- aggressive - excited
- angry - lazy
Paraprofessionals will display an understanding of the role of confidentiality and how it relates to behavior management and discipline of students with disabilities.