The Paraeducators Roles and Responsibilities in Effective Behavior Management

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The Paraeducators Roles and Responsibilities in
Effective Behavior Management
ABCs of Behavior, Behavior Intervention Plans
and Data Collection April 2, 2005 PaTTAN
Paraeducator Training
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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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Local Policy

• Your local districts policies regarding
  Paraeducator job descriptions, duties, and
  responsibilities provide the final word!

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Agenda

• Purpose of Training/Learner Outcomes
• Roles and Responsibilities of the Paraeducator in
  Effective Behavior Management
• Behavior Assumptions
• ABCs of Behavior
• Behavior Intervention
• Data Collection

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Learner Outcomes

• Participants will
• Examine the basics of effective behavior
  management.
• Define behavioral terms.
• Analyze an annotated Behavior Intervention Plan
  (BIP).
• Discuss data collection.

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Roles and Responsibilities of Paraeducator in
Behavior Management

• Be familiar with ABC behavior terminology
• Possible participation in interview process of
  Functional Behavior Assessment process

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Roles and Responsibilities of Paraeducator in
Behavior Management

• Participate in intervention
• Recognition of how professionals behavior
  affects behavior of students
• Discussion of data collection

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Behavior Assumptions

• Behavior Assumptions

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BEHAVIOR ASSUMPTIONS
Assumption 1 There is no place for ridicule or
humiliation of children in the process of
managing behavior. Assumption 2 Inappropriate
behaviors are learned and predictable. Assumpti
on 3 A learners inappropriate behavior is
his/her best effort to be successful.
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Behavior Assumptions Classrooms and
Discipline
Discipline prevention and remediation of
problem behavior Effective educators have been
found to be much more skilled than ineffective
teachers at preventing disruptions from
occurring.
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Behavior Assumptions How to prevent
inappropriate behaviors 

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• Clear expectations
• Teach behaviors
• Teach rules and routines
• Purposeful physical arrangements
• Effective instruction
• Policy of consistent administrator and staff
  implementation

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ABCs of Behavior

• Behavioral Events
• A B C

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Antecedent
ABC's of Behavior

• is what occurs before a behavior

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ABC's of Behavior

• Behavioral Events
• A B C

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Behavioral Events
ABC's of Behavior

• A B C

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Behavior
ABC's of Behavior

• is an observable and
• measurable act of an individual

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Behavior -an observable and measurable act of
an individual

• Behavior
• -running out into the hallway
• -hitting desk with fist
• -completing schoolwork early
• -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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ABC's of Behavior
Behavior has
Form Function
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ABC's of Behavior
Form
the way a behavior ______, what we ______, a
________ of the behavior
looks
description
see
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ABC's of Behavior
Function
purpose
the ________ that the behavior serves a.) to
______ something b.) to ______, delay, or
something
get
avoid
c.) escape
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Functions of Behavior
ABC's of Behavior

• To get
• -attention
• -activities
• -objects
• -sensory stimulus

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Functions of Behavior
ABC's of Behavior

• To avoid
• -attention
• -activities
• -objects
• -sensory stimulus

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Functions of Behavior
ABC's of Behavior

• To escape
• -attention
• -activities
• -objects
• -sensory stimulus

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Form/Function
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Why determine the function?
ABC's of Behavior

• Short Term Solution
• To teach the student a new skill (replacement
  behavior) that achieves the same function
• Long Term Solution
• To remediate skill deficits so that the
  function is less desirable

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Example 1
ABC's of Behavior

• Jared talks out at least two times per class. He
  smiles, and other students snicker, when his
  teachers remind him to raise his hand. Since the
  beginning of the year, the problem seems worse.
• What might be the function of Jareds behavior?

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Behavioral Events
ABC's of Behavior
A B C
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ABC's of Behavior
Consequence
is any event that follows a behavior
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CONSEQUENCES
REINFORCEMENT PUNISHMENT
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ABC's of Behavior
Intensity of Consequences
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ABC's of Behavior
Reinforcement
a consequence that results in __________OR______
_____ the future rate of the behavior it
follows.
maintaining
increasing
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Types of Reinforcement

• Tangible (food, drink, toys, etc.)
• Activity (free time, personal music time,
  classroomjobs, social time, etc.)
• Social reinforcement for appropriate behavior
  (powerful, but seldom used systematically)

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ABC's of Behavior
Punishment
a consequence that results in ___________ the
future rate of the behavior it follows.
decreasing
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ABC's of Behavior
Types of Punishment

• Verbal Reprimand
• Time Out
• Exclusion from an activity

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Reinforcement/Punishment?
ABC's of Behavior
Reinforcement/Punishment?
We only know if a consequence is reinforcement
or punishment by its effect on future rate of
behavior NOT by our intent!!!
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Example 1
ABC's of Behavior

• Jared talks out at least two times per class. He
  smiles, and other students snicker, when his
  teachers remind him to raise his hand. Since the
  beginning of the year, the problem seems worse.
• Do the reminders reinforce or punish the
  behavior? How do you know?

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Example 2
ABC's of Behavior

• Colleen forgets her homework at least 3 times a
  week. The classroom consequence is to stay in at
  recess and do the homework with the teacher.
• Does staying in at recess reinforce or punish
  the behavior? How do you know?

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Behavioral Events
ABC's of Behavior
A B C
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Behavior Intervention
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Behavior
Intervention
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Behavior Intervention

• FBA

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Informal Behavior Assessment
connection between assessment and intervention
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Behavior Intervention Plans

• Components
• Assessment summary
• Annual goal(s) and short term objectives
• Antecedent strategies
• Consequence strategies

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Functional Behavior Assessment

• Data Collection
• PURPOSES FOR DATA COLLECTION
• to determine current level of learning/behavior
  (baseline)
• to investigate learning/behavioral events
• A-B-C
• to measure progress toward learning/behavioral
  goals
• to guide next steps in programming
  (adjustments)

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Learner Outcomes

• Participants will
• Examine the basics of effective behavior
  management.
• Define behavioral terms.
• Analyze an annotated Behavior Intervention Plan
  (BIP).
• Discuss data collection.

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Wrap Up

• Complete the Paraeducator Development Plan
• Complete Session Evaluation

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Network PaTTAN www.pattan.k12.pa.us