1. 1. Challenging Behaviors: Perceived Training Needs of Special Education Paraprofessionals Zhanna Preston, Ed.D.
2. 2. Almaty, Kazakhstan 2
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4. 4. My Family at Work 4 My MVUSD Family
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6. 6. 6 Background The Problem Methodology Data Analysis Findings Recommendations for Future Research DISCUSSION POINTS Theoretical and Practical
7. 7. If a man begins with certainties, he shall end in doubts; but if he will be content to being with doubts he shall end in certainties. Francis Bacon
8. 8. Nation- wide problem Disruption Violence Off Task Behavior 8 Challenging Behaviors Focusing on academic achievement and neglecting behavioral problems (Crone & Horner, 2003; Thompson & Webber, 2010) Growing Crisis Negative impact on attendance, school culture, climate, safety, student achievement, staff morale, relationships between parents and staff
9. 9. Behavior Management in the School Setting 9 Teachers Counselors Administrators Special Education Service Providers Paraprofessionals
10. 10. 11 Need for systematic, comprehensive, relevant, & evidence-based professional development for special education paraprofessionals Increased expectations for special educators Clarification of parent rights Increased Accountability Need for highly trained and qualified staff Individual & school-wide behavioral supports Focus on non- academic supports (LCAP, PBIS) Special Education Case Law No Child Left Behind Reauthorized IDEA
11. 11. 12 Effective Paraeducator Training on Behavior Management Increase of students exhibiting disruptive behaviors Increase of paraprofessionals in schools Higher behavioral expectations for all children presented by the new state standards Increased accountability for special education students achievement Direct relationship between behavior and achievement
12. 12. 13 What are the behaviors? How do we train paraeducators? What are the training topics? What are the training delivery methods?
13. 13. Beware of the person of one book. Thomas Aquinas
14. 14. Literature Review SE history, legal mandates, and case law Paraprofessionals duties Types of challenging behaviors Professional Development (PD) for paraprofessionals
15. 15. You will find something more in woods than in books. Saint Bernard, 1091
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17. 17. 18 Delphi Study Field Test Panel/Survey Questions Study Expert Panel Data Analysis (qualitative & quantitative) Triangulation Data Collection (anonymous electronic survey) Population Sample Conclusions Recommendations
18. 18. What most challenging and frequently occurring student behaviors do special education paraprofessionals manage in the k-12 setting? What training content will best prepare SE paraprofessionals to effectively manage the most challenging and frequently occurring behaviors in the k-12 setting? What are the most effective methods of delivering training on managing the most challenging and frequently occurring student behaviors? Research Questions
19. 19. You will find something more in woods than in books. Saint Bernard, 1091
20. 20. 21TYPES OF BEHAVIOR
21. 21. 22 Challenging Level
22. 22. 23Frequency
23. 23. NOW WHAT?
24. 24. 25 EFFECTIVE TRAINING DELIVERY METHODS
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26. 26. 27 Malcolm Shepherd Knowles (1913 1997) was an American educator well known for the use of the term Andragogy as synonymous to the adult education. According Malcolm Knowles, andragogy is the art and science of adult learning, thus andragogy refers to any form of adult learning. (Kearsley, 2010).
27. 27. 28 Self-Concept (dependent personality to self-directed) Adult Learner Experience (growing reservoir of experiences to resource) Readiness to Learn (oriented to developmental tasks of the social role) Orientation to Learning (postponed application to immediate application & subject focus to problem focus) Motivation to Learn (external to internal motivators) Adult Learner Assumptions (Knowles, 1980, 1984)
28. 28. 29 Need to have control over their learning They learn slower but deeper using personal experience (need to share & discuss) Tap into their intrinsic impetus (learning is often voluntary) Need practical knowledge with the WHY? (resent theory and change) Flexible program allowing to juggle multi-level responsibilities and setting high expectations with immediate results Adult Learner Traits (Pappas, (2013) retrieved from http://elearningindustry.co m/8-important- characteristics-of-adult- learners
29. 29. 30 Adults Learner Checklist Useful & relevant experience Facilitate exploration Build community/social media Add a personal touch and get emotional Make it visually compelling Engage in challenging activities/thought provoking questions Add humor Chunk information Add suspense (do not give everything at once) Accommodate individual interests/career goals/connect to their work place Allow learning by making mistakes Be respectful Ask for feedback Present benefits of what they are learning Pappas (2013) Retrieved fromhttp://ele arningindustr y.com/17- tips-to- motivate- adult-learners
30. 30. I have turned into a sort of machine for observing facts and grinding out conclusions. Charles Darwin
31. 31. The Most Challenging Behaviors by Frequency and Challenging Level: Combined Ranking 1. On task behavior/student engagement 2. Defiance 3. Prosocial behaviors 4. Executive functioning 5. Physical Aggression 32 6. Excessive reliance on adult help 7. Verbal aggression 8. Tantrums 9. Emotion/stress management 10. Property destruction 11. Elopement 12. Self-stimulatory behaviors
32. 32. Training Content 1. Motivating students, keeping the student engaged (generating ideas on how to keep students focused, how to motivate a student, finding relevance in the activity to keep the student engaged, collecting data and sharing it with the student, getting the students to buy- in to the activity) 2. Understanding environmental factors (what triggers behavior; what tasks have a high likelihood of causing a specific maladaptive behavior; what staff directions, demands, expectations, or reactions may trigger a specific maladaptive behavior) 3. Creating an environment that would reduce the likelihood of the behavior reoccurring (providing structure, using visual schedules and/or timers, informing students of keeping their knees under the desk) 4. Using peer models 5. Providing positive reinforcement (knowing what interests the student, being able to survey students interests, using positive language with students, utilizing positive reinforcement to reward behavior, incorporating students interests into tasks, having a positive attitude and positive interactions with students/ preventing behavior from occurring [creating schedules for students, implementing transition warnings, using checklists with positive checkmarks, presenting students with clear expectations) 33 Training Content
33. 33. 34 Training Content 6. Modifying tasks(knowing how to modify the task, changing the activity, offering choices, allowing escape methods, using peer tutors, incorporating sensory activities) 7. Maintaining good composure and communication (using positive language with students, not getting into power struggles, having patience, being consistent, accepting that behavior as part of the paraeducators job, knowing and understanding ones own feelings and knowing how ones own reactions or responses project onto students, refraining from arguing with the student) 8. Fading strategies and fostering independence 9. Understanding different disability categories 10. Describing/defining behavior (understanding the intensity of the behavior, being able to prioritize behaviors by their severity, knowing when to address the behavior and when to call for help)
34. 34. 35 Training Content 11. Understanding the function of the behavior 12.Using de-escalation strategies, Crisis Prevention Institute (CPI) training, Pro-Act training /professional assault crisis training 13. Reactive strategies, keeping the environment safe 14. Collecting and reporting data (communication sheets, data collection forms) 15. Teaching replacement behaviors (teaching students positive behaviors, teaching students how to ask for something in an appropriate manner)
35. 35. 36 Training Content 16.De-escalating students (de-escalation strategies, Pro-Act, CPI training) and re-directing a student 17.Reactive strategies (knowing what to do when the behavior is occurring, ensuring physical safety, removing student from the situation) 18. Implementing individual behavior supports (understanding the function of the behavior, knowing disability traits, knowing how to develop and implement behavior plans, understanding referral procedures) 19.Implementing school-wide behavior supports (PBIS) 20. Directly teaching social skills (such as BoysTown curriculum) and elements of Social Emotional Learning
36. 36. Embedded PowerPoint Video By PresenterMedia.com
37. 37. Embedded PowerPoint Video By PresenterMedia.com Paraprofessional training should offer a variety of activities that involve higher level thinking skills such as analyzing, evaluating, and creating. The special education paraprofessionals should be given an opportunity to evaluate practices, create their own strategies, and receive feedback.
38. 38. Embedded PowerPoint Video By PresenterMedia.com It is important to provide SE paraprofessionals with systematic, comprehensive, relevant, and evidence- based professional development throughout the school year.
39. 39. Embedded PowerPoint Video By PresenterMedia.com The recommendations include involving SE paraprofessionals in the development of training activities. An anonymous needs assessment survey and the communication of the training focus areas tied to the districts mission will provide purpose to the paraprofessionals duties, responsibilities, and implementation of instructional and behavioral strategies. A committee consisting of a variety of stakeholders including special education teachers, administrators, and paraprofessionals will offer a wide range of thinking and emphasize the important role paraeducators play in todays education.
40. 40. Embedded PowerPoint Video By PresenterMedia.com Training should focus on the growth mindset (Dweck, 2012) staff must develop when working with students with and without disabilities. Clear job duties The role paraeducators play in the organizations mission, strategic plan, and goals
41. 41. Embedded PowerPoint Video By PresenterMedia.com Sample scripts to use when interacting with children with challenging behaviors are recommended. On-going observations of practicing behavioral strategies in the real classroom should be part of the professional development activities and include continuous meaningful feedback from supervisors and peer models. Scheduled opportunities for paraprofessionals to interact (meetings and shadowing experiences) with their colleagues/peers, teachers, and administrators to ask questions will allow refining behavioral management skills.
42. 42. Embedded PowerPoint Video By PresenterMedia.com The training calendar should consist of workshop events with a variety of training activities, as well as planned opportunities for shadowing experienced and skilled paraprofessionals. Instead of a one shot workshop, professional development should shift to a year-long experience, and become part of each and every day
43. 43. Embedded PowerPoint Video By PresenterMedia.com Training elements must permeate every school day A shift in thinking for administrators and teachers: How will the next thing I am going to say or do improve the paraeducators ability to serve students?
44. 44. Embedded PowerPoint Video By PresenterMedia.com Daily paraeducators should be exposed to training tips, modeling, constructive feedback, recognition of their efforts, and other activities that allow them to grow
45. 45. IEP goal bank Sample BSP Bank 48 Training outline & calendar PD Task Force Professional Development Paradigm Shift Implement Evaluate
46. 46. Make the adults in charge 49 Change up training delivery methods Create a professional development task-force (include paras) Shift from an event to an on-going training process Use the adult learner checklist Or start with baby steps
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