Working within the core competencies of paraprofessionals

Size: px

Start display at page:

Download "Working within the core competencies of paraprofessionals"

Silvia Bradford
5 years ago
Views:

1 Working within the core competencies of paraprofessionals

2 Paraprofessional Merriam-Webster.com defines a paraprofessional as: A trained aide who assists a professional person (such as a doctor or a teacher)

3 Roles Provide instructional support Provide one-on-one instruction Implement behavior intervention plans Monitor classrooms, hallways, rest rooms, etc. Collect data Meet with licensed staff Collect and modify instructional materials

4 Competency # 2: Characteristics of Students Knowledge of the similarity and differences between cognitive, communicative, physical, social and emotional needs of students and the factors that influence these needs Awareness of the effects that exceptional conditions have on a student s life, family, school and community Knowledge and respect for the diverse backgrounds of students and how this affects the students learning Understanding of the effects and side effects of medications commonly prescribed for students

5 Knowledge of the similarity and differences between cognitive, communicative, physical, social and emotional needs of students and the factors that influence these needs

6 Awareness of the effects that exceptional conditions have on a student s life, family, school and community Just as there are many different disabilities, the effects of the disability are different for each student, their family, their school and their community. Student A with FAS may excel at a much higher rate only because of the home environment. Parent B may be in a much better position to handle said disability than Parent C. All of these factors play into each students behaviors and being aware/sensitive to this is imperative

7 Knowledge and respect for the diverse backgrounds of students and how this affects the students learning Be aware of individual differences between cultural groups as well as within cultural groups, considering factors of class, socioeconomic status, education, country of origin, acculturation, language, etc. Being aware of these factors can help you avoid saying something or doing something that is misinterpreted, becoming a problem. For example, if the student is Chicano or Latino, hurrying them may be a sign of disrespect. Understand as much as you can about the culture of the student(s) you are working with. Communication support, such as an interpreter or assistive technology, may not be available to all students who need them. It is important to recognize that class and socioeconomic issues affect resources that make these communication systems available to those who could use them. Try to avoid stereotyping and making assumptions about the student(s) and their families. Be sensitive to the particular values and needs of the individuals and families with whom you work. As stated before, students are individuals who may have exceptional needs that require exceptional communication and teaching strategies.

8 Child 1 has trouble looking at you when you speak to them. They do not make eye contact with staff or peers. Many people see this as a sign of shyness or possible disrespect. What could be the issue?

9 Understanding of the effects and side effects of medications commonly prescribed for students We see medications prescribed for many reasons, to help anxiety, impulsivity, hyperactivity, depression, attention deficits, psychotic behavior, etc Medications may be used to decrease or increase a certain behavior, in this case behavior monitoring is important. Timing of medications is also important. If a child takes a med for hyperactivity in the morning at school, it may take awhile to take affect.

10 Dexedrine and Cylert Intended effects: decrease restlessness, increase attention, and improve social and emotional behavior. Side effects: loss of appetite, loss of sleep, headaches, apathy, fatigue, dry mouth, and stupor. Ritalin Intended effects: decrease restlessness, increase attention, and improve social and emotional behaviors. Side effects: loss of sleep, headaches, apathy, stupor, fatigue, and dry mouth. Elavil and Ludiomil Intended effects: antidepressant and sedative. Side effects: sleepiness, dry mouth, blurred vision, nightmares, dizziness, and weight gain. Tofranil Intended effects: controlled bedwetting and improved social and emotional patterns. Side effects: dry mouth, urinary retention, blurred vision, tremors, drowsiness, sweating, and postural rigidity. Librium Intended effects: reduction in anxiety, general relaxation, sense of well-being, and general drowsiness. Side effects: confusion, skin eruptions, edema, gastrointestinal symptoms, unwanted drowsiness, and jaundice. Atarax Intended effects: reduction in anxiety and sedative effects. Side effects: tolerance, dry mouth, and dependence. Equinal Intended effects: reduction in anxiety and sedative effects. Side effects: drowsiness, dependency, and blood disorders.

11 Deaner Intended effects: improved emotional and social behavior. Side effects: headaches, constipation, insomnia, and skin rashes. Haldol Intended effects: treats mania, paranoia, social withdrawal, and aggressive problems associated with schizophrenia. Side effects: skin reactions, jaundice, and impaired vision. Thorazine Intended effects: reduction in activity, and general reduction in aggressive, negative symptoms. Side effects: skin reactions, impaired vision, and weight gain. Mellaril Intended effects: antidepressive symptoms, reduced anxiety, aggression reduction, and less overall activity. Side effects: sexual dysfunction in males, disturbed color vision, and weight gain. Luminal Intended effects: control of grand mal seizures. Side effects: sedation, rashes, and slurred speech. Dilantin Intended effects: control of grand mal seizures Side effects: loss of muscular coordination, rapid eye movement, dizziness, blurred vision, confusion, hallucination, nausea, and urinary incontinence Zarontin Intended effects: control of petit mal seizures. Side effects: gastric distress, nausea, vomiting, anorexia, headaches, fatigue, dizziness, and blood disorders. Tegretol Intended effects: reduction of psychomotor and grand mal seizures. Side effects: drowsiness, double vision, lack of coordination, rapid eye movement, nausea, and skin rashes.

12 Competency # 6 Managing Student Behavior and Social Interaction Skills Understanding of applicable laws, rules and regulations and procedural safeguards regarding the management of student behavior Understanding of ethical considerations inherent in the management of student behaviors. Understanding the district/building behavior management plan for students. Awareness of the primary factors that influence student behavior. Ability to collect objective and accurate information on student behavior to be provided to licensed professionals, as appropriate and directed by a licensed teacher.

13 Continued. Ability to effectively employ a variety of strategies that reinforce positive behavior. Awareness of the social skills needed for current and future environments. Ability to reinforce the development of social skills by using appropriate strategies to modify the environment.

14 Becoming Aware of Influencing Factors Function of the behavior Communicative: communicating a need or a lack of something. Self Regulating: Change in the level of sensory input/output

15 Analysis Looking at data of behaviors we look for Antecedents: What lead up to the behavior Behavior: Look at the behavior itself and observe what was different this time, what was similar Consequence: make sure the consequence fits the crime and is attainable Reviewing data often and thoroughly leads to better interventions

16 Reinforcing Positive Behavior Positive reinforcement is anything that occurs after a behavior that increases the likelihood that the behavior will reoccur Positive reinforcement naturally occurs in everyone s daily lives from infants to the oldest adult Each student will respond differently and require different positive reinforcers

17 What is reinforcing? Positive reinforcement is only positive reinforcement if it increases the likelihood that the behavior occurs again. What is reinforcing to one group of students may not be reinforcing to another. Primary aged elementary children are often reinforced by special attention from the adults in their school. With intermediate students, peer attention is usually more positively reinforcing, In junior high and high school, activities involving peers, early outs, no homework, and writing notes are typically reinforcing. Teachers can determine what is positively reinforcing to their students by simply watching what activities students choose when they have free access to do whatever they want or what they do a lot of. For example, if students talk to their friends or write notes, teachers may choose to let them earn time to do that.

18 Types of Reinforcers Intrinsic: wanting that comes from within Extrinsic: food, toys, bucks, physical things

19 Reinforcers, just as consequences should be given immediately, when the desired behavior occurred. They should be appropriate to the students age and to the behavior. The reinforcers should vary so they do not become expected. They should also be decreased within time. Make them inexpensive and easy. The easier it is to do it the greater the likelihood it will be done! They do not have to be things. It can be free time, computer time, get out of homework cards, etc

20 Ideas School Store: Student earns money and can buy items of their choice Punch Cards Coupons: Make coupons for free time, staff time, computer time, etc.. Mystery: Have students write a list of motivators on small sheets of paper and pull one out of their jar when you observe a positive/desired behavior

21 Consequences/Punishments In the Responsive Classroom Approach there are 3 types of logical consequences You break it, you fix it: used when something has been broken or a mess has been made. Student A spills water and then has to clean it up. Loss of Privilege: If Student B misuses the computer during free time they lose the opportunity to be on it. Positive Time-Out: Not necessarily a time out instead a break from the norm when staff sees a student in a situation that they need a break from

22 Positive/Proactive Strategies Remove the antecedent Alter the task/demand Alter the schedule Redirect Use verbal cues Be aware of each students needs for space and their reaction to it

23 Ignore Teaching Strategies Reinforcers (Verbal and Tactile) Be mindful of some students need for scheduling, and the reaction if a schedule may be suddenly changed. Make sure all expectations and consequences are explained often and very clearly. Replacement behaviors (instead of try this ) Visuals

24 Reactive Strategies Verbal Restitution Blocking Hold Time Out Physical Restraints

25 Positive adult language Make sure each student knows and understand their expectations Catch the positive behaviors and comment on them. Describe replacement behaviors Give limited but reasonable choices Present only attainable expectations and goals Talk about the situation at a time when you are both ready Avoid power struggles

26 We all work here, within the same district. We are our own network of endless knowledge. What are some tips you can offer the rest of us? What can we learn from each other? What are your questions and concerns that we can all talk about?

Controlled Substance and Wellness Agreement

Controlled Substance and Wellness Agreement You and your provider have agreed on the use of controlled substance medications to treat your: We want to make sure you know how to manage your new prescription(s)