Levels of Support/ Levels of Prompting Paraeducator Training Series AIU 3 adapted from Lifelines, LRConsulting, Katy, TX.

Levels of Support/Levels of Prompting

Paraeducator Training Series

AIU 3adapted from Lifelines, LRConsulting, Katy, TX

Local Policy

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

Agenda

Define “student independence”

Share strategies to build independence

The Natural Cycle of Behavior: Case scenarios

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.

Student Independence

What is it?Why build it?

What does it look like?What is my role in building student

independence?

Our Goal…

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


What 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 (a.k.a. Self-advocating) Making appropriate choices and decisions Being able to say, “I can do it myself!”


What is it?

Students…

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


What is 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


What 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


What 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

Scaffolding Instruction


Defined

“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)


Essential Features

Interaction takes place in a collaborative environment and honors the child’s intentions

Expectations are developmentally appropriate Support is gradually withdrawn as skills are

gained The child internalizes the knowledge and

becomes independent


Guidelines 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 it’s time to stop Help students be independent when they have

command of the activity

Our Goal…

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

Strategies to Build Independence

Cues/PromptsModelingShaping

Wait TimeFading

Reinforcers

Strategies to build independence

Cues/Prompts

Verbal or nonverbal signals that indicate what action is necessary

Example:

“Do you remember the 9/10 strategy

we learned yesterday?”


Modeling

To demonstrate a behavior or completion of a task for the learner

Example:

25 50 75 $1.00


Shaping

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


Wait 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.


Fading

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

Example


Reinforcers

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 ReinforcerTaking away an aversive Example: “You only have to finish the first half of the worksheet”


Reinforcers

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.


Reinforcers

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

Making Connections to the Classroom

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!

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 Lisa’s desk to indicate that it is 10:00 and time for math. Lisa takes out her math book, waiting for the teacher to begin the math lesson.

Making Connections to the Classroom Activity: We do!

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

Making Connections to the Classroom Activity: We do!

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

Making Connections to the Classroom Activity: You do!

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

The Natural Cycle of Behavior


Natural or Imposed Cue Behavior or Action Reinforcer Independence

The Natural Cycle of Behavior Natural or Imposed Cue:

Expected Behavior:

Reinforcer

Student demonstrates behavior independently

Does the Student perform the skill correctly?

Student connecting the natural or imposed cue, behavior, and reinforcer?

No

No

1998 LRConsulting

Strategy for Independence


The Natural Cue

-- It’s raining outside


The Imposed Cue

Questions Options Auditory Cue Visual Cue Tactile Cue

The Natural Cycle of BehaviorNatural Cue:

It’s Raining Outside

Student will take an umbrella when going outside.

Reinforcer:Student Stays Dry


Does the student perform the skill correctly?

Student connecting the natural cue, behavior, and intrinsic reinforcer?

No

No

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.

1998 LRConsulting







Student connecting the natural cue, behavior, and reinforcer?

No

No

Modeling

Point out someone who is doing the behavior correctly.

Demonstrate the action that needs to be taken.








No

No

Shaping

Break the task/behavior into smaller steps

Model steps

Have student complete initial or final step

Gradually add steps for student to complete








No

No

Wait Time

After questioning/modeling, paraeducator allows adequate time for the student to respond.

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


ACTIVITYACTIVITY


It’s 10:00 – Math Time

Student will take out math book and prepare for the lesson

Reinforcer:Student participates in math lesson




No

No

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.








No

No

Modeling

Point out someone who is doing the behavior correctly.

Demonstrate the action that needs to be taken.








No

No

Shaping

Break the task/behavior into smaller steps

Model steps

Have student complete initial or final step

Gradually add steps for student to complete








No

No

Wait Time

After questioning/modeling, paraeducator allows adequate time for the student to respond.








No

No

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

Works 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

Works for Me!

With a partner, share a way in which you could use the information learned today…

Consider:

The Strategies for Independence


Scaffolding your level of support

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.

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.

Levels of Support/ Levels of Prompting Paraeducator Training Series AIU 3 adapted from Lifelines, LRConsulting, Katy, TX.

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