the role of the paraprofessional and utilizing natural supports presented by debbie wilkes

The Role of the

Paraprofessional and

Utilizing Natural

Supports

Presented by Debbie Wilkes

© D.R. Wilkes Consulting

What are you going to learn today?

Transition planning’s affect on student support

Understanding the disability

Supporting interdependence

Necessary work skills

Fading techniques

In school work experience

©Debbie Wilkes

• Post secondary goal

• Credits Required• Prompt and fade

School based activities

• Post secondary goal

• Natural work based supports

• Prompting and fading

CBVI• Business versus

school ownership

• Sense of belonging

VAC/Employment

School to Work

©drwilkesconsulting.com

Post secondary goal:

A statement of what will happen after

graduation

Expected skills to support transitional goal• Class/course• Activity

Annual transition goal

To be done during the school

year


Post secondary goal

Student will attend community college to

become a veterinarian

Expected skills Student will

complete all course work and meet timelines for assignments

Annual transition goalStudent will pass

biology and the end of course exam


Post secondary goal:

Student will be a veterinarian tech

Expected skills:Walk and feed dogsSocialize cats and

dogsHold dogs during

simple procedures

Annual Transition Goal

Job Site:Thomas Road Animal Clinic

DRWilkes Consulting

7

E X

P E

C T

A T

I O

N

S Success

DRWilkes Consulting

Eligibility for SPED Services

AI

AU

DB

ED

SLD

ID

MD

NCEC

OI

OHI

VI

SI

TBI

DRWilkes Consulting

Eligibility for SPED Services

A I= Auditory Impairment

AU = Autism

DB = Deaf Blind

ED = Emotionally Disturbed

SLD = Specific Learning Disability

ID = Intellectual Disability (Mental Retardation)

MD = Multiple Disabilities

NCEC = Non categorical Early Childhood

OI = Orthopedic Impairment

OHI = Other Health Impaired

VI = Visually Impaired

SI = Speech Impaired

TBI= Traumatic Brain Injury


Speech Impairment• Expressive: I know what

I want to say but I can’t get it out.• How will you support me?

• Receptive: I hear you but it takes me longer to figure out what you are saying• How will you support me?

DRWilkes Consulting

11

Different SmartsWord Smart

Logic Smart (Math)

Body Smart

Picture Smart (ART)

Music Smart

People Smart

Self Smart

Nature Smart

Humor Smart

DR Wilkes Consulting

Different Smarts Lead to Different Instructional Support


Critical Skills

Outcomes

Have a job

Live more independently

Continue Learning

Have places to go to have fun and see friends

Be able to get places

Skills Needed


Interdependence

Al Condeluci

©Debbie Wilkes

Natural Supports

NotSuper-natural Supports

©D.R. Wilkes Consulting

Competency Deviancy Formula

Competency > Deviancy = you are OK

Deviancy > Competency = you are not OK

Natural Supports

Causes increased employer/teacher investment

Reduces stigma and intrusiveness

Develop sense of belonging

Person seen as an individual versus a project or part of a class

©Debbie Wilkes

Guidelines for Developing Natural Supports

Use what is already there

Adapt what is already there

Supplement what is already there

©Debbie Wilkes

©Debbie Wilkes

Specific Requests

Know expectations for other students

How does the teacher get to know the other students?

Who will introduce/welcome the new student

Remember you are the support and not the teacher

Utilizing Natural Supports

Don’t

Use Specialized Language

Take the SPED classroom environment with you

Don’t be the social support

Think you are the natural support

Do Speak in language

that is understood by others

Fit in the flow of the classroom

Provide social support

Look for other people to be the “natural support”

© Debbie Wilkes

Developing Natural Supports: Triangle of

Support

“What have I not done today?’

Work your way out of a job

Paraprofessional

TeacherStudent

©Debbie Wilkes

What are the necessary times of

support?Ensuring safety

Understanding culture

Verify performance

Acting as a resource for problem solving

Advising new strategies as new work/social opportunities evolve

©Debbie Wilkes

Supporting Instruction

Set tone: Intervene only as absolutely necessary

Have teacher and other students provide instructional support

Have student ask questions to teacher and students NOT YOU!

Talk WITH the student and not for, or about

Begin to look for ways to fade

©Debbie Wilkes

PROMPTING

©Debbie Wilkes

Prompting

Is defined as brief instructional signals that are given before the expected response in order to help the person learn something new.

©Debbie Wilkes

Types of prompts/cues . . .

Natural

Verbal

Indirect verbal

Gesture

Visual

Tactile

©Debbie Wilkes

Selecting the Correct Prompt

Consider the learning style of the student

Consider the eligibility of the student

Use the least amount of help

Be as unobtrusive as possible.

©Debbie Wilkes

Natural versus Artificial Cues

Natural Cues/Environmental

Part of the task

WILL NOT FADE or DISAPPEAR

Artificial

Pieces of additional information that will not be present after the job is learned

Including paraprofessional!!!

©Debbie Wilkes

Teaching Natural Cues

Paraprofessional Prompt Environmental Cue

“Turn in completed work” Teacher says turn in paper

“Teacher said turn in your paper”

Other students turn in papers

©Debbie Wilkes

Indirect verbal prompt: “Look at what the other students are doing. What should you do?”

DRWilkes Consulting

30

Asking for help leads to empowerment

Fading

Why?

Increases opportunities for social inclusion

Increases life long critical skills needed for success

Increases sense of belonging

©Debbie Wilkes

Fading When?

Every opportunity that you have

Based on the student’s performance

Needs of the teacher and other studentsHelp the student and teacher to become solution finders

Remember it is not AFTER mastery of skills

Supports are put in place

©Debbie Wilkes

Fading

How?

As simple as leaving the student for a few minutes to use the restroom or check a voicemail

Establish supports

Gradual with clear milestones

Understanding that job coach will still be available for on-going support

Defining who will be the co-worker support

©Debbie Wilkes

Work Smart

Support the students who need support

Set up “natural supports” for those who can work more independently

Celebrate what you didn’t do today!

©Debbie Wilkes

DRWilkesConsulting.com

Work-based learning in Middle School and High

SchoolLook at job opportunities

Apply for a job

Complete job application

Interview for a job

Dress appropriately

May use VOD


Work-based learning opportunitiesOffice work

Deliver materials

Shred Paper

Make copies

Sharpen pencils for testing

Create security badges

Monitor cars in parking lot for out of date inspection and licenses

Laundry for school uniforms

Cafeteria (wear gloves and hair net)

Help prepare foods

Clean table

Wash dishes

Sweep

Library


Skills for employmentCare of/not losing personal belongings

Listen to instructions/directions; follow them

Appropriate conversation during work time

Ask for help if needed

Distinguish between work and play

Carry wallet for money and I.D.

Clean up after one self

Take redirection from supervisor w/o anger, etc.

Perform a group task

Hygiene- be clean and wear clean clothes

Match like objects


Skills for employmentWear appropriate clothing per the work Use appropriate tone of voice

Work w/o arguing or silliness

Know safety signs

Know what to do when a task is completed

Ask for more work

Identify your supervisor

Check in w/site supervisor upon arrival

Recognize personal space

Acceptable/proper interactions w/ co-workers

Appropriate greetings


Skills for employmentWear appropriate clothing per the work site requirements

State or provide personal information

Recognize ‘clean’ – acceptable level

Shake hands correctly

Work for at one task for at least 15 minutes

No hugging or touching other people, unless justified, or with permission

Walk independently throughout the school building (no hand holding)

Work without taking a break for at least 1 hour

Success is Dependent on:

How we portray the people we serve

How we address the concept of post-secondary outcomes

The professional manner we put forth

Communication! Communication! Communication!


the role of the paraprofessional and utilizing natural supports presented by debbie wilkes

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