When This HappensWhat Do I Do

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When This HappensWhat Do I Do?

• August Live Sessions
• August 9-18, 2006

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Paraeducator Development Plan Menu(to be used in
conjunction with Paraeducators Personal
Development Plan)
Directions This menu is a tool for you to use as
you progress through the Paraeducator Course.
Whenever you come across topics about which you
would like more information, place a checkmark
next to the topic and indicate in the Notes
column any specifics (for example, in 1 indicate
which disability). For each topic checked make an
entry in the Paraeducator Personal Development
Plan.
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Paraeducator Development Plan
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Questions

• para_at_pattan.net

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District, IU, Preschool Agency Policy

• Your local district, IU or preschool agencys
  policies regarding paraeducator job descriptions,
  duties, and responsibilities provide the final
  word!

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Agenda

• Learner Outcomes
• General Principles of Behavior
• Common Behavior Prevention Strategies
• What Do I Do When
• Defusing Difficult and Dangerous Situations
• Wrap-up

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Learner Objectives

• Participants will identify
• General principles of behavior
• Common behavior prevention strategies
• Strategies for defusing difficult and dangerous
  situations

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General Principles of Behavior

• Vocabulary
• ABCs

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General Principles of Behavior

• Behavioral Events
• A B C

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General Principles of Behavior
B BEHAVIOR
an observable and measurable act of an
individual
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Observable and Measurable Behaviors
General Principles of Behavior

• Behavior
• running out into the hallway
• hitting desk with fist
• completing schoolwork
• yelling expletives in class
• writing and passing notes to classmates

• Not
• bad attitude
• lazy
• low self-esteem
• frustrated
• control, power
• angry
• lack of motivation
• disrespectful

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B BEHAVIOR
General Principles of Behavior

• Form is the way a behavior _____, what we
  _______, a __________of the behavior
• Function is the ________that the behavior serves.

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General Principles of Behavior

• To get
• Attention
• Activities
• Objects

Behavior serves a function!

• To avoid or escape
• Attention
• Activities
• Objects

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General Principles of Behavior
Functions of Behavior
To escape ________________ ________________ ____
____________ ________________ ________________

• To get__________________________________________
  ______________________________________

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General Principles of Behavior

• Behavioral Events
• A B C

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A ANTECEDENT
General Principles of Behavior

• Any event that occurs immediately before a
  behavior

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Antecedent
General Principles of Behavior

• Pay close attention to
• The activity
• The adult(s)
• The peer(s)
• The location/environment
• The demand or request
• Nothing is not an option!!!

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General Principles of Behavior

• It is easier to prevent a behavior from
  occurring, than to deal with it after it has
  happened.

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General Principles of Behavior
Behavioral Events
A B C
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C CONSEQUENCE
General Principles of Behavior

• any event that follows a behavior and
• influences the future rate of the behavior

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General Principles of Behavior

• Reinforcement- a consequence that results in
  __________OR___________ the future rate of the
  behavior it follows.
• Punishment- a consequence that results
  in___________ the future rate of the behavior it
  follows

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General Principles of Behavior

• Consequences are what
• happen when rules are
• broken or followed.

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Common Behavior Prevention Strategies
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Common Behavior Prevention Strategies

• It is easier to prevent a behavior from
  occurring, than to deal with it after it has
  happened.

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Common Behavior Prevention Strategies

• Changing Behavior Successfully
• Define the desired behaviors in observable terms
• TEACH the desired behaviors
• Require only gradual improvement in behavior

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Common Behavior Prevention Strategies

• Changing Behavior Successfully
• Provide feedback at a 3 positives to 1 negative
  ratio
• Recognize that some students will do anything for
  attention
• Recognize that some students will do anything to
  escape or avoid frustrating situations

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Common Behavior Prevention Strategies

• Establishing Rapport Ten Tips
• Disclose some information about yourself
• Learn student names, likes and dislikes
• Show sincerity
• Make yourself available
• Behave in a warm friendly way

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Common Behavior Prevention Strategies

• Establishing Rapport Ten Tips
• Maintain a cheerful attitude
• Treat students with respect
• Be aware of body language
• Maintain eye contact and focus when talking to a
  student
• Have a sense of humor

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Common Behavior Prevention Strategies

• Establishing Rapport What not to do
• Set unrealistic expectations
• Give negative feedback such as sarcasm and
  criticism
• Nag or make repeated requests

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Common Behavior Prevention Strategies

• Implement consequences
• Calmly and consistently
• Immediately in the setting in which the behavior
  occurred
• Using the vocabulary of the rules to reinforce
  the rules

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Common Behavior PreventionStrategies
Nothing Succeeds Like Success!
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What do I do when.
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What do I do when.

• The student has a toileting accident
• Use universal precautions
• Remind the student to use the bathroom
• Handle toileting incidents in a discrete and
  private manner
• Keep a change of clothes handy
• Report the occurrence to the school nurse or your
  partner teacher

What else?
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What do I do when.

• The student I am with has an accident
• and there is an injury
• Use universal precautions
• Call/notify the school nurse immediately
• Help pacify the student if they are panicked

What else?
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What do I do when.

• The bus is late for school
• Make the beginning of the day special for the
  students who are present
• Give the students who are waiting a
  beginning-of-the-day job they like
• Have some emergency activities ready

What else?
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What do I do when.

• A student falls asleep in class
• Wake the student
• Seat the student at the front of the class or
  near your desk
• Make it hard for the student to sleep

What else?
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What do I do when.

• A student is not completing classwork
• Signal the student that is off task
• Problem-solve with the student
• Have the student begin classwork with you

What else?
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What do I do when.

• A student leaves the classroom without
• permission
• Alert the principal immediately if you can't find
  the student within a few minutes
• Bring the student back immediately, but give
  minimal attention
• Talk with the student later

What else?
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Defusing Difficult or Dangerous Behaviors
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Defusing Difficult or Dangerous Behaviors

• A student screams you cant make me, _________
• A student throws a desk
• A student curses at you
• A fight occurs

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The Hostility Cycle
Alan N. Mendler, Ph.D.
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Defusing Difficult or Dangerous Behaviors
Strategies

• Communicating with Angry or Hostile
• Students
• Posture
• Eye Contact
• Facial Expression
• Distance
• Voice Quality

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Defusing Difficult or Dangerous Behaviors
Strategies

• Basic Defusing Skills
• P.E.P.
• Privacy, Eye-contact, Proximity

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Defusing Difficult or Dangerous Behaviors
Strategies

• Basic Defusing Skills
• L.A.A.D
• Listening, Acknowledging, Agreeing, Deferring
• Specific Defusing Statements

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Defusing Difficult or Dangerous Behaviors
Goals

• Goals of Defusing
• Dignity for the student
• Dignity for yourself
• Keep the student in class
• Teach an alternative to aggression

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Defusing Difficult or Dangerous Behaviors

• Scenarios

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When This HappensWhat Do I Do?
Control over others is an illusion!
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Print Resources

• Mendler, Allen N., Ph.D. (1997) Power Struggles,
  Successful Techniques for Educators. Discipline
  Associates, Rochester, New York.
• Patterson, Kathy. (2005) 55 Teaching DilemmasTen
  Powerful Solutions to Almost Any Classroom
  Challenge. Pembroke Publishers, Ontario, Canada.
• Sprick, R., Howard, L. (1995) The Teachers
  Encyclopedia of Behavior Management 100
  Problems/500 Plans. Sopris West, Longmont, CO.

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Learner Objectives

• Participants will identify
• General principles of behavior
• Common behavior prevention strategies
• Strategies for defusing difficult and dangerous
  situations

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Evaluation Form