Levels of Support Levels of Prompting

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Levels of Support/Levels of Prompting

• Paraeducator Summer Institute
• August, 2006

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Email Your Questions to

• Para_at_pattan.net

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Local Policy

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

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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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Agenda

• Define student independence
• Share strategies to build independence
• The Natural Cycle of Behavior
• Case scenarios

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Learner Outcomes

• Participants will
• Identify instructional concepts (cues/prompts,
  modeling, shaping, wait time, use of reinforcers,
  and fading of support).
• Apply these instructional concepts to scenarios
  as strategies to teach independence.
• Apply strategies to instruction.

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Student Independence

• What is it?
• Why build it?
• What does it look like?
• What is my role in building student independence?

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Our Goal

• Our goal as paraeducators is to help students
  with disabilities become as independent as
  possible throughout the school, home, and
  community.

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Student IndependenceWhat is it?

• Freedom from the influence or control of others
• Completing a task without undo assistance
• Using resources to meet your personal needs
• Self-help aka Self-advocating
• Making appropriate choices and decisions
• Being able to say, I can do it myself!

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Student IndependenceWhat is it?

• Students
• need a supportive environment to function
  successfully in schooland later in the
  workplace. A supportive environment enables them
  to capitalize on their strengths and minimize or
  cope effectively with their weaknesses (Larkin,
  2001)

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Student IndependenceWhy Build it?

• Builds self-esteem
• Motivates a student to achieve
• Gives student a sense of purpose
• Social acceptance
• Reduces stereotypic labels
• Allows teachers to focus on instruction

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Student IndependenceWhat does it look like?

• Use of a planner to write down assignments
• Use of magnification software to read a text
• Using a joystick to manipulate a computer
• Use of pictures to guide task completion
• Use of an orthopedic device for walking
• Taking the elevator rather than the stairs
• Tying ones own shoes

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Student IndependenceWhat is my role in building
student independence?

• Build your knowledge about strategies
• Help only when they cannot do it themselves
• Teach independence
• Offer support, as needed
• Build independence throughout the day

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Scaffolding Instruction
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Scaffolding InstructionDefined

• Scaffolded instruction is the systematic
  sequencing of prompted content, materials, tasks,
  and teacher and peer support to optimize
  learning.
• (Dickson, Chard, Simmons, 1993, p. 12)

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Scaffolding InstructionEssential Features

• Interaction takes place in a collaborative
  environment and honors the childs intentions
• Expectations are developmentally appropriate
• Support is gradually withdrawn as skills are
  gained
• The child internalizes the knowledge and becomes
  independent

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Scaffolding InstructionGuidelines for
Implementation

• Identify what the student already knows
• Begin with what the student CAN do
• Help students achieve success quickly
• Help students to be like everyone else
• Know when its time to stop
• Help students be independent when they have
  command of the activity

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Our Goal

• Our goal as paraeducators is to help students
  with disabilities become as independent as
  possible throughout the school, home, and
  community.

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Strategies to Build Independence

• Cues/Prompts
• Modeling
• Shaping
• Wait Time
• Fading
• Reinforcers

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Strategies to build independenceCues/Prompts

• Verbal or nonverbal signals that indicate what
  action is necessary
• Example
• Do you remember the 9/10 strategy
• we learned yesterday?

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Strategies to build independenceModeling

• To demonstrate a behavior or completion of a task
  for the learner
• Example
• 25 50 75 1.00

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Strategies to build independenceShaping

• To teach a behavior or task by providing cues,
  models, and consequences for steps demonstrated
  gradually until the final behavior or task is
  learned
• Example
• Wider-lined paper Narrower-lined paper

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Strategies to build independenceWait Time

• The amount of time given to the student to
  respond to a question or complete a task
• Example
• Question (wait 20 seconds)
• No response? Rephrase the question.

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Strategies to build independenceFading

• A gradual reduction of cues/prompts and extrinsic
  (outside) reinforcers as the student demonstrates
  desired behavior or task
• Example

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Strategies to build independenceReinforcers

• Any action or event that increases the likelihood
  that a behavior will occur
• Positive Reinforcer
• Adding something desirable
• Example You have earned extra free time!
• Negative Reinforcer
• Taking away an aversive
• Example You only have to finish the first half
  of the worksheet

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Strategies to build independenceReinforcers

• Reinforcers that occur naturally
• Example David follows directions to silently
  read a story. He participates in class
  discussion. When the next story is assigned,
  David eagerly opens his book and reads.

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Strategies to build independenceReinforcers

• Reinforcers that are contrived (not naturally
  occurring) and are intentionally provided to
  increase the behavior or to ensure task
  completion
• Example Accelerated Reader
• Videogames (Score!)
• Popcorn Party for good behavior

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Making Connections to the Classroom

• Activity

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Making Connections to the Classroom Activity

• Directions
• With a partner, read the scenarios and determine
  which type of support has been offered to the
  student. Check the column of the appropriate
  strategy. I will model one for you!

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Making Connections to the Classroom Activity I
do!

• Math is scheduled after language. Lisa has
  finished her language arts assignments and is
  sitting at her desk. The paraeducator points to a
  schedule taped to Lisas desk to indicate that it
  is 1000 and time for math. Lisa takes out her
  math book, waiting for the teacher to begin the
  math lesson.

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Making Connections to the Classroom Activity We
do!

• While accompanying the class to McDonalds, Lisa
  selects the items to order, places her order,
  pays and checks her change. The clerk smiles and
  thanks her for eating at McDonalds. Lisa joins
  the paraeducator and other class members to eat
  her lunch. Lisa is excited about the possibility
  of coming back to McDonalds again.

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Making Connections to the Classroom Activity We
do!

• While accompanying the class to McDonalds, Lisa
  selects the items to order, places her order,
  pays and checks her change. The clerk smiles and
  thanks her for eating at McDonalds. Lisa joins
  the paraeducator and other class members to eat
  her lunch. Lisa is excited about the possibility
  of coming back to McDonalds again.

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Making Connections to the Classroom Activity You
do!

• Complete the following 5 scenarios with your
  partner and check the column showing the strategy
  used.

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The Natural Cycle of Behavior

• Case Scenarios

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The Natural Cycle of Behavior

• Natural or Imposed Cue
• Behavior or Action
• Reinforcer
• Independence

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The Natural Cycle of Behavior
Natural or Imposed Cue

Strategy for Independence
Expected Behavior
Does the Student perform the skill correctly?
No
Reinforcer
Student connecting the natural or imposed cue,
behavior, and reinforcer?
No
Student demonstrates behavior independently
1998 LRConsulting
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Strategies to build independenceThe Natural Cue

• Its raining outside

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Strategies to build independenceThe Imposed Cue

• Questions
• Options
• Auditory Cue
• Visual Cue
• Tactile Cue

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The Natural Cycle of Behavior
Natural Cue Its Raining Outside
Cues/Prompts Draw attention to the natural
cues/prompts in some way. Ask a question about
necessary action. Give an option. Tell the
student what action to take. Physically guide
the student through the process.
Student will take an umbrella when going outside.
Does the student perform the skill correctly?
No
Reinforcer Student Stays Dry
Student connecting the natural cue, behavior, and
intrinsic reinforcer?
No
Student demonstrates behavior independently
1998 LRConsulting
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The Natural Cycle of Behavior
Natural Cue Its Raining Outside
Modeling Point out someone who is doing the
behavior correctly. Demonstrate the action that
needs to be taken.
Student will take an umbrella when going outside.
Does the Student perform the skill correctly?
No
Reinforcer Student Stays Dry
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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The Natural Cycle of Behavior
Natural Cue Its Raining Outside
Shaping Break the task/behavior into smaller
steps Model steps Have student complete initial
or final step Gradually add steps for student to
complete
Student will take an umbrella when going outside.
Does the Student perform the skill correctly?
No
Reinforcer Student Stays Dry
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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The Natural Cycle of Behavior
Natural Cue Its Raining Outside
Wait Time After questioning/modeling,
paraeducator allows adequate time for the student
to respond.
Student will take an umbrella when going outside.
Does the Student perform the skill correctly?
No
Reinforcer Student Stays Dry
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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Instrinsic Extrinsic Reinforcers

• Draw attention to the natural consequences of
  performing the behavior
• Ask a question about what natural consequences
  resulted from performing the behavior
• Connect the behavior to a reinforcer

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The Natural Cycle of Behavior

• Activity

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The Natural Cycle of Behavior
Natural Cue Its 1000 Math Time
Cues/Prompts Draw attention to the natural
cues/prompts in some way. Ask a question about
necessary action. Give an option. Tell the
student what action to take. Physically guide
the student through the process.
Student will take out math book and prepare for
the lesson
Does the Student perform the skill correctly?
No
Reinforcer Student participates in math lesson
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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The Natural Cycle of Behavior
Natural Cue Its 1000 Math Time
Modeling Point out someone who is doing the
behavior correctly. Demonstrate the action that
needs to be taken.
Student will take out math book and prepare for
the lesson
Does the Student perform the skill correctly?
No
Reinforcer Student participates in math lesson
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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The Natural Cycle of Behavior
Natural Cue Its 1000 Math Time
Shaping Break the task/behavior into smaller
steps Model steps Have student complete initial
or final step Gradually add steps for student to
complete
Student will take out math book and prepare for
the lesson
Does the Student perform the skill correctly?
No
Reinforcer Student participates in math lesson
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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The Natural Cycle of Behavior
Natural Cue Its 1000 Math Time
Wait Time After questioning/modeling,
paraeducator allows adequate time for the student
to respond.
Student will take out math book and prepare for
the lesson
Does the Student perform the skill correctly?
No
Reinforcer Student participates in math lesson
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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The Natural Cycle of Behavior
Natural Cue Its 1000 Math Time
Intrinsic Reinforcers Draw attention to the
natural consequences of performing the
behavior Ask a question about what natural
consequences resulted from performing the
behavior Connect the behavior to a reinforcer
Student will take out math book and prepare for
the lesson
Does the Student perform the skill correctly?
No
Reinforcer Student participates in math lesson
Student connecting the natural cue, behavior, and
reinforcer?
No
Student demonstrates behavior independently
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Case ScenariosWorks for Me!

• Think of a student with whom you work
• Think of a time in the day that is a challenge
  due to lack of independence in the student
• Consider the Natural Cycle of Behavior and
  determine how you can build student independence
• Consider which strategy you will use
• Complete the blank form based on your case
  scenario

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Case ScenariosWorks for Me! Classroom Connection

• With a partner, share a way in which you could
  use the information learned today
• Consider
• The Strategies for Independence
• The Natural Cycle of Behavior
• Scaffolding your level of support

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Learner Outcome

• Participants will
• Identify instructional concepts (cues/prompts,
  modeling, shaping, wait time, use of reinforcers,
  and fading of support).
• Apply these instructional concepts to scenarios
  as strategies to teach independence.
• Apply strategies to instruction.

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References

• Lifelines, LRConsulting, Katy, TX. Further
  information is available at www.lrconsulting.com.
  
• Larkin, M. J., (2001). Providing support for
  student independence through scaffolded
  instruction. Teaching Exceptional Children, 34,
  (1). p. 30.
• Fostering Student Independence How to Develop a
  Needs Assessment and Fade Plan presented at the
  Council for Exceptional Children, April 7, 2005
  by Janet Hull, Anne Arundel County Public
  Schools.
• Dickson, S. V., chard, D. J., Simmons, D. C.
  (1993). An integrated reading/writing curriculum
  A focus on scaffolding. LD Forum, 18(4), 12-16.
• Beed, P., Hawkins, E., Roller, C., (1991).
  Moving learners toward independence The power of
  scaffolded instruction. The Reading Teacher (44)
  9, p. 648-655.

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Upcoming Videoconferences
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Upcoming Regional Training Sessions
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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Evaluation Form