Dont be a bystander: How Paraeducators Can support Classroom Behavioral Intervention
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The document provides guidance for paraeducators on supporting classroom behavioral intervention, outlining challenges to behavior management, best practices for paraeducators' role including monitoring student behavior, de-escalating disruptive situations, and crisis intervention. It presents an overview of the RELATE project which focuses on interactions between educators and students to promote a safe learning environment.
Dont be a bystander: How Paraeducators Can support Classroom Behavioral Intervention
- 1. Don’t Be a Bystander: How Paraeducators Can Support Classroom Behavioral Intervention Christina Cipriano Tia N. Barnes Lisa M. Flynn Susan E. Rivers
- 2. Introductions cc: quinn.anya - https://www.flickr.com/photos/53326337@N00 School Current position Biggest challenge in behavior management What you hope to gain from this workshop
- 3. OBJECTIVES Identify challenges to behavior management Learn best practices for active support of classroom behavioral intervention cc: Matthew McVickar - https://www.flickr.com/photos/51035706835@N01
- 4. WHAT IS THE CLIMATE IN YOUR CLASS? 3 words to describe current classroom climate 3 words to describe ideal classroom climate Photo credit: Par Aronsson cc: SEDACMaps - https://www.flickr.com/photos/54545503@N04
- 5. PROBLEM BEHAVIOR Disruptive Unsafe cc: mdanys - https://www.flickr.com/photos/91883096@N00
- 6. YOUR ROLE AS A PARAEDUCATOR
- 7. BARRIERS TO BEHAVIOR MANAGEMENT
- 8. CHALLENGES TO BEHAVIOR MANAGEMENT Lack of training Unclear roles Lack of time cc: Curtis Gregory Perry - https://www.flickr.com/photos/33124677@N00
- 9. OVERVIEW OF THE RELATE PROJECT
- 10. Interactions between educators that reflect unity of purpose, clear classroom management/instructional strategies, and support a quality learning environment COMPONENT 1: TEACHER-PARAEDUCATOR INTERACTIONS
- 11. Interactions between the educator and students that identify, acknowledge, and accommodate for individual learning needs and goals COMPONENT 2: ACCOMMODATIONS
- 12. Interactions between educator and students promote a physical and psychologically safe learning environment COMPONENT 3: PREVENTION cc: squeezeomatic - https://www.flickr.com/photos/82437626@N00
- 13. ELEMENTS OF PREVENTION Monitoring De-Escalation of Disruptive or Unsafe Behavior Intervention cc: KayVee.INC - https://www.flickr.com/photos/25678284@N03
- 14. MONITORING Classroom Merit System Communication about student behavior Vigilance cc: Vinícius E. M. - https://www.flickr.com/photos/55564207@N02
- 15. Classroom Reward Systems cc: Pewari - https://www.flickr.com/photos/34887679@N00
- 16. What is the classroom merit system used in your class? cc: sean dreilinger - https://www.flickr.com/photos/43927576@N00
- 17. CLASSROOM MERIT SYSTEM Explicit instruction on system Encourage student self-evaluation Frequent feedback Reference goals, earnings, rewards cc: billsoPHOTO - https://www.flickr.com/photos/8852942@N08
- 18. COMMUNICATION Engage with class team about student progress Prompt student communication about progress cc: uniondocs - https://www.flickr.com/photos/8207752@N03
- 19. VIGILANCE Get to know students Continuously monitor Intervene immediately cc: uniondocs - https://www.flickr.com/photos/8207752@N03
- 20. DE-ESCALATION OF DISRUPTIVE OR UNSAFE BEHAVIOR Prompt and effective Use of directives and limits Neutrality is key cc: Trekking Rinjani - https://www.flickr.com/photos/30087136@N00
- 21. DE-ESCALATION Reminders of consequences Adjustment of classroom elements cc: Dean Hochman - https://www.flickr.com/photos/17997843@N02
- 22. ACTIVITY cc: Jeremy Brooks - https://www.flickr.com/photos/85853333@N00
- 23. DEBRIEFING QUESTIONS cc: Jeremy Brooks - https://www.flickr.com/photos/85853333@N00 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?
- 24. 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 • • cc: Kristian Thøgersen - https://www.flickr.com/photos/92028474@N00
- 25. CRISIS INTERVENTION cc: Damon | Photography - https://www.flickr.com/photos/9906699@N07
- 26. CRISIS INTERVENTION Employ strategies as needed Remove student if a danger to self or others Re-establish communication cc: kenteegardin - https://www.flickr.com/photos/26373139@N08
- 27. QUESTION TIME cc: Scott McLeod - https://www.flickr.com/photos/93393982@N00
- 28. Can You RELATE? Dr. Christina Cipriano: christina.cipriano@umassd.edu Dr. Tia N. Barnes: tia.barnes@yale.edu 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)