Guidelines To Becoming An Effective Paraprofessional

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Guidelines To Becoming An Effective
Paraprofessional

• Specifically related to
• Autism Spectrum Disorder (ASD)
• Created by
• Central Indiana Autism Academy

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A Hundred Years From Now..

• .it will not matter what my bank account was,
  the sort of house I lived in, or the kind of car
  I drove.but the world may be a different place
  because I was important in the life of a CHILD.
• --Author Unknown

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It Is Important To Know To Be A Para Pro.

• Know your students
• View the world from the students perspective
• Concentrate on the function of behavior
• Have realistic expectations for your students

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Its Important to Know (cont.)

• Learn the appropriate amount of support
• Fade prompts and supports
• Be proactive in seeking out information
• Establish and maintain relationships

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Its Important to Know (cont.)

• Check your ego at the door
• Work responsibly and respectively

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A paraprofessional is anIndependence
Facilitator
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Responsibilities of the Independence Facilitator

• Provide educational supports
• Maintain confidentiality
• Implement behavior plans
• Make modifications and adaptations
• Structure free time

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Responsibilities (cont.)

• Keep accurate data/records
• Be a team player
• Keep lines of communication open
• Be flexible.

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What is Autism Spectrum Disorder (ASD)?

• Is it a lifelong disability?
• Is it a mental disability?
• Is it a neurological impairment?
• Does the disability exist on a continuum?

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The Autism Spectrum Disorders Continuum Handout

• Aspergers Syndrome (AS)
• Autism
• Retts Disorder
• Childhood Disintegrative Disorder
• Pervasive Developmental Disorder

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Individuals with ASD may have deficits in the
following areas

• Social Behavior
• Communication Language
• Interests Imagination
• Sensory Input
• Thinking Process
• Information Processing
• Organizational Skills

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Social Behavior

• Social awkwardness
• Lack of interests
• They are not rude

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Communication

• Communication Challenges
• Poor understanding
• Oral language difficulties
• Nonverbal gestures
• All behavior communicates!

Language
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Narrow Range of Interest
Drawing
Bad Weather
Things that spin
Computer
Facts
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Sensory Input

• Behavior may be related to a sensory need
• Over sensitivity
• Under sensitivity

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Thinking Process (Theory of Mind)

• Students understanding and making judgments
• Students behavior may be misunderstood by the
  independent facilitator

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Information Processing

• STRATEGIES
• Additional time
• Visual supports
• Concise statements

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Organizational Skills (Executive Function)

• May have difficulties with
• Transitions
• Attention to task
• Self monitoring
• Planning and organization

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FragileHandle With CareHandout
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GENERAL STRATEGIES

• Be consistent with routine
• Use visual supports
• Reduce auditory instructions
• Read students signals and behavior
• Use positive reinforcers

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SPECIFICSTRATEGIES

• EXAMPLES

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Sequence of dressing
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2
3
4
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Secondary Level Visuals
Color coordinate books with folders using dots
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Mondays Schedule

• Morning
• Basketball
• Brushed/restroom
• Breakfast
• D.O.L.
• Language
• Spelling
• Wear vest during Reading
• Lunch/Recess

• After recess
• Brushed/restroom
• Math/work at chalkboard
• Gym class
• Clean desk, put materials in back-pack, put chair
  on desk, work on puzzle as I wait
• Get on bus

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Social Story About a Fire Drill
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Academic Strategies

• Direct attention to task
• Pre-teach concepts
• Modify tasks according to IEP
• Adjust time requirements
• Break tasks into smaller steps
• Incorporate student interests
• Use repetition to increase performance
• Provide frequent breaks to decrease frustration

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Social Strategies

• Social stories social scripts
• Cue cards to prompt interaction
• Turn markers for games sports
• Social rule cards

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Behavior Strategies

• React before inappropriate behavior occurs
• Scan the environment for red flags
• Reduce or eliminate stressors
• Use breaks designed to reduce stress
• Diffuse tense situations
• Increase structure predictability

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Sensory Strategies

• Use weighted materials
• Provide hand fidgets
• Reduce noise level

• Lower lighting
• Use quiet corner
• Allow time for movement
• Schedule breaks

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Remember Students with ASD Have Difficulty

• Communicating
• Interpreting nonverbal behavior
• Expressing feelings
• Seeing the perspective of others
• Reciprocating communication
• Understanding abstract language

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Bibliography

• Art Explosion 600,000 Pictures. England. Nova
  Development Corp..
• Picture This 1.0 (2000). New York Silver Lining
  Multimedia, Inc..
• Reese, Pam Britton, Challenner, Nena C.. (1999).
  Autism PDD Social Skills Lessons (School).
  Illinois LinguiSystems, Inc..
• Twachtman-Cullen, Diane (2000). How to Be a Para
  Pro. Conneticut Starfish Speciality Press.

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References

• A Treasure Chest of Behavioral Strategies. Beth
  Fouse Maria Wheeler
• Comic Strip Conversations. Carol Gray
• Social Stories. Carol Gray
• Solving Behavior Problems in Autism Improving
  Communication with Visual Strategies. Linda A.
  Hodgdon
• The Timed Timer developed by Jan Rogers.
  Available from Generation, Inc. (1-877-771-TIME)
• Unlocking the Mysteries of Sensory Dysfunction.
  Elizabeth Anderson Pauline Emmons
• Visual Strategies for Improving Communication.
  Linda A Hodgdon
• All above materials are available from Future
  Horizons, Inc. (1-800-489-0727)

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Autism Academy

• Donna Bennett West Central Joint Services
• Melissa Dubie West Central Joint Services
• Toni Flowers Johnson County Special Services
• Donna Hudson West Central Joint Services
• Kristi Lofland Hamilton-Boone-Madison Special
  Services
• Ellen Mahom Blue River Special Education
  Cooperative
• Glenda Pate Old National Trail Special Services
• Krista Perman West Central Joint Services
• Debi Raines Johnson County Special Services
• Janet Upchurch R.I.S.E. Special Services
• Lucy Wieland Old National Trail Special
  Services
• Nancy Zimmerman R.I.S.E. Special Services
• Facilitated By Shirley Amond, Director
• West Central Joint Services