Windham ParaprofessionalsAugust 24, 2012

Iris WhiteEducation Consultant

Connecticut State Department of Education

08/24/2012 1

DefinitionWalker, Colvin, and Ramsey (1995) define

antisocial behavior as the “opposite of cooperative, positive, and mutually reciprocal behavior.” Students exhibiting anti social behavior are described as aggressive, frustrated, incorrigible, hard to deal with, difficult to teach, and unmotivated.

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The Legislative Program Review and Investigations Committee authorized a study of paraprofessionals in April 2006. The study focused on whether Connecticut should establish minimum standards for public school paraprofessionals who perform instructional tasks for students in kindergarten through twelfth grade (K-12) . Findings and recommendations were made in several areas affecting paraprofessionals with instructional responsibilities.

The full report can be downloaded at: www.cga.ct.gov/2006/pridata/Studies/School_Paraprofessionals_Final_Report.htm.

Paraprofessional Study

Connecticut Paraprofessional Legislation

Sec. 10-155j. Development of paraprofessionals. The Department of Education, through the State Education Resource Center and within available approproriations for such purposes, shall promote and encourage professional development activities for school paraprofessionals with instructional responsibilities. Such activities may include, but shall not be limited to, providing local and regional boards of education with training modules and curricula for professional development for paraprofessionals and assisting boards of education in the effective use of paraprofessionals and the development of strategies to improve communication between teachers and paraprofessionals in the provision of effective student instruction.

Connecticut Paraprofessional LegislationSec. 10-155k. School Paraprofessional Advisory Council. The

Commissioner of Education shall establish a School Paraprofessional Advisory Council consisting of one representative from each statewide bargaining representative organization that represents school paraprofessionals with instructional responsibilities. The council, shall advise, at least quarterly, the Commissioner of Education, or the commissioner’s designee, of the needs for the training of such paraprofessionals. The council shall report, at least quarterly, in accordance with the provisions of section 11-4a, on the recommendations given to the commissioner, of the commissioner’s designee, pursuant to the provisions of this section, to the joint standing committee of the General Assembly having cognizance of matters relating to education.

Connecticut Paraprofessional LegislationSec. 2008. Not later than December 1, 2008, the

department shall report and make recommendations to the joint standing committee of the General Assembly having cognizance of matters relating to education concerning professional development for paraprofessionals and the status and future of school paraprofessionals with instructional responsibilities.

School Paraprofessional Advisory Council Members:

Regina Birdsell Assistant Executive Director Connecticut Association of Schools

Darlene Brodbeck Teacher ACES

Stacey Cannon Special Education Teacher CES

Stefanie Carbone Assistant Principal, Lake Garda Elementary School Region 10

Marcia Cattanach Paraprofessional, Hartford Public Schools AFT Connecticut

Ann P. Dombroski Assistant Executive Director ACES

Cheryl Kaiser Teacher, Watertown Public Schools Education Connection

Jacqui Kelleher Assistant Professor, Special Education Sacred Heart University

Rhonda Kempton Consultant, Bureau of Special Education CSDE

Annie Mac Donald Paraprofessional/Local President CILU/CIPU

Donna Morelli Education Specialist CREC

Kevin Murphy Director, Collective Bargaining AFSCME Council 4

Heather Penfield Education Services Specialist SERC

Niloufar RezaiInterim Director, Child and Family Dev. Resource Center Eastern CT State University

Janet Scialdone Program Coordinator, TABS CREC

Ellen Tyler Principal Old Lyme

Bill Walkauskas Paraprofessional CSEA

Loyola Welsh Education Director and Steward Coordinator CEUI/MEUI

•Assisted in the development of CSDE resource materials for educators, including the Scientific Research Based Interventions (SRBI) and Paraprofessionals brief and provided guidance on the publishing of a monthly newsletter that has included important resources and provided information on many key professional development topics (e.g., Assistive Technology, Creating Student Independence, and Paraprofessionals and Instructional Support).

•Assisted in the development of surveys to districts which identified the professional development needs of instructional paraprofessionals and problem areas that may exist. This information has been used to inform statewide professional development offerings that meet the needs of paraprofessionals.

•Developed the Connecticut Paraprofessional of the Year Program to recognize the important role of the paraprofessional in supporting student achievement.

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The Connecticut State Department of Education (CSDE and the School Paraprofessional Advisory Council has established the Connecticut Paraprofessional of the Year Program to recognize the important role of the paraprofessional in supporting student achievement.

The 2013 Connecticut Paraprofessional of the Year will be announced at the SERC Paraprofessionals as Partners Conference on November 14, 2012 at the Crowne Plaza Hotel, Cromwell, CT.

CT Paraprofessional of the Year

Field experiences for teacher candidates should include opportunities to observe effective collaborative practices between teachers and paraprofessionals and the appropriate utilization of paraprofessionals in the classroom.

Collaboration with paraprofessionals should be integrated into the Teacher Educator and Mentoring (TEAM) Program.

Training programs for school administrators should include coursework on how to supervise and evaluate paraprofessionals.

Districts should be encourage to involve their paraprofessional workforce in regular professional development activities each school year aimed at ensuring that these staff members: 1) remain current on all instructional practices related to their assignments; and 2) continue to develop and enhance their instructional competencies in core areas (such as, working with students with autism, managing behavior, instructional strategies for students who are struggling, school climate, etc.)

Council Recommendations

Connecticut’s Working Definition

“A paraprofessional is an employee who assists teachers and/or other professional educators or therapists in the delivery of instructional and related services to students. The paraprofessional works under the direct supervision of the teacher or other certified or licensed professional. The ultimate responsibility for the design, implementation and evaluation of instructional programs, including assessment of student progress, is a collaborative effort of certified and licensed staff.”

Connecticut Guidelines for the Training and Support of ParaprofessionalsPublished and endorsed by the CT State Department of

EducationRevised March 2012Revised document adds:Questions supervisors should ask themselves when evaluating

paraprofessionalsInterview questions for teacher candidatesDocuments: SERC LRE Newsletter and Paraprofessional

Briefs on: working with English Language Learners, Students With ADD/ADHD, and Challenging Behaviors

In the case of paraprofessionals whose support includes students with disabilities, it is necessary for them to have an understanding of the IEP information that is pertinent to their role as an implementer.

-Connecticut Guidelines for Training and Support of Paraprofessionals, pg. 58.

IEPs

Paraprofessional attendance and placement team (PPT) meetings is an individual district and school-based decision. It is important that district or school personnel explain their policy on the attendance of paraprofessionals at PPTs to both parents and school staff. If a paraprofessional is required in the IEP and is not attending a student’s PPT meeting, it is the responsibility of the student’s teacher and the paraprofessionals’ supervisor to communicate in detail with the paraprofessional about the student, before the PPT.

-Connecticut Guidelines for the Training and Support of Paraprofessionals, pg. 42.

Paraprofessionals at the IEP Team Meeting

Paraprofessional Information and Resources, part of the CALI website

www.sde.ct.gov/sde/cwp/view.asp?a=2618&q=321752

Contains paraprofessional regulations and legislation, professional development opportunities, resources, and research on paraprofessionals.

CSDE Paraprofessional Information and Resources Webpage

Paraprofessional District Contact PersonEach district in Connecticut has identified a central office

employee as a district contact person for paraprofessional issues. This persons’ role is to: act as a liaison between the district and SDE, disseminate information of importance to paraprofessionals, such as personnel development opportunities, policy updates, resource availability, information exchange, data gathering regarding best practices and networking across districts on effective practices for paraprofessionals.

Newsletter emailed every month. Newsletter should be distributed to all staff.

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Three factors that may cause antisocial behaviorA harmful early childhoodAggressive behavior displayed when the child

first enters schoolRejections to other children their ageChildren with antisocial behavior often do not

know how to solve problems, talk about their thoughts or feelings, manage their anger, or build good relationships.

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Characteristics of Children with Antisocial BehaviorStudents with antisocial behavior also have

more trouble following directions given by adults. These behaviors often lead to serious problems on the playground, bus, in hallways, lunchrooms, or libraries (Walker et al., 1987).

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Emotional DisturbanceA condition exhibiting one or more of the following

characteristics over a long period of time to a marked degree, which adversely affects educational performance:

An inability to learn that cannot be explained by intellectual, sensory, or health factors;

An inability to build or maintain satisfactory relationships with peers and teachers;

Inappropriate types of behavior or feelings under normal circumstances;

A general pervasive mood of unhappiness or depression; or A tendency to develop physical symptoms or fears

associated with personal or school problems (Individuals with Disabilities Education Act, 1992).

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Alpha and Beta CommandsAlpha CommandsClear, concrete, and specificMinimal number of wordsReasonable amount of time for behavior to occur

Beta CommandsVagueWordyOften convey feelings of anger or frustrationMay contain many sets of directions

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Classroom Structurehttp://www.youtube.com/watch?v=PhJD5RL3

31Q&feature=related.

http://www.youtube.com/watch?v=IgGiY0BJzLc&feature=related.

How can you as a paraprofessional support the teacher in providing a positive, but structured classroom environment.

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ResearchThe Force Research Science Center at

Minnesota State University-Mankato conducted a study on the nature of commands given in policing situations, particularly violent encounters like officer-involved shootings.

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FindingsIn nonviolent situations, officers overwhelmingly

issued so-called “alpha” commands. Alpha commands are simple direct, and explicit, so that even someone in a chemically or emotionally induced fog is likely to understand them.

“Take your hands out of your pocket”“Stop Talking”“Don’t leave your vehicle”

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FindingsIn violent confrontations, the research

revealed, officers’ command style tended to be dramatically different. As threats appeared or escalated, officers overwhelmingly used beta commands.

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Findings In nonviolent encounters, 84 percent given

were alpha commands. In violent situations, only 16 percent were alpha.

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Implications Based on Professor Houlihan’s work with autistic

children and others who show resistance in classrooms, he knows that “beta commands are very ineffective and inefficient. “They leave people guessing.” When teachers switch from beta to alpha commands, they experience greater compliance even from mentally and emotionally disturbed students. With the change you almost immediately see better teachers and better kids.”

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ImplicationsWalker insightfully noted that “whether or

not a child complies with an adult directive has as much to do with how the command is framed and delivered as it does with the consequences, or lack of them, that follow the delivery.”

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Cultural CompetenceImportant to rule out cultural differences

before identifying behavior as a problem.Unrealistic to expect anyone to be completely

knowledgeable about all intricacies of students.

Important to have an understanding of the cultural backgrounds of students.

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“It is easier to prevent a behavior from occurring, than to deal with it after it has happened”

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Acting-Out Stages1. Calm2. Triggers3. Agitation4. Acceleration

5. Peak 6. De-escalation7. Recovery

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Time

Be

hav

ior

Inte

ns

ity

High

LowCalm

Peak

De-escalation

Recovery

Acceleration

Agitation

Trigger

Managing the Cycle of Acting-Out Behavior in the ClassroomBy Dr. Geoff Colvin

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Time

Be

hav

ior

Inte

ns

ity

High

Low CALM

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Calm: DescriptionOn-taskFollows rules and expectationsResponds to praiseInitiates appropriate behaviorGoal orientedSocially appropriate

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Calm: InterventionStructure

Secure and predictable environmentProvide attentionTeach social behavior

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Recognizing Appropriate BehaviorAssign additional desired responsibilitiesGive feedback to parent or guardianDistribute certificates of meritGive verbal praiseProvide written feedbackAllow extra free timePost student work

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Time

Be

hav

ior

Inte

ns

ity

High

LowTRIGGER

Triggers: Description

Any event that provokes anundesired response fromthe student.

School-basedNon school-based

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Triggers: InterventionRespond to negative student behaviors in a

professional mannerDon’t take it personallyView as a teaching opportunity

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Time

Be

hav

ior

Inte

ns

ity

High

Low

AGITATION

Agitation (Anxiety): DescriptionStares into spaceLanguage subdued

and non-conversational

Hands containedWithdraws from

groupOff-taskNon-responsive

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Agitation: InterventionUtilize strategies that calm the student down Let student know you are aware that there is a problem.Space-provide student with opportunity for isolation.TimePreferred activities-allow student to engage in a preferred

activity for a clearly specified short time Independent activitiesMovement activities Involve the student-allow student to plan for this time if

appropriateRelaxation activities

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Acknowledge the student is in control of his or her own decisions•Offer Choices

•Non-compliant choice•Compliant choice

•Reinforce compliant choice

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Offer Choices: ActivityChoose a new partnerTeacher makes request

Open to page 36Line up for lunchPut your materials away

Student refused requestTeacher provides choices

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Acceleration (Defensive): DescriptionQuestions/arguesUncooperativeOff-taskProvokes othersTests limitsUnacceptable social

behaviorPerforms below

expected levels

Whines and criesSeeks to avoid an

activityThreatens and

intimidatesVerbal abuseDestroys property/

serious aggressive behavior in general

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Time

Be

hav

ior

Inte

ns

ity

High

Low

ACCELERATION

Acceleration: Intervention(Last Opportunity to Avoid Peak Behavior)

Avoid escalating the behaviorMaintain calm, respect and detachmentUtilize crisis prevention strategies to

interrupt the chain of escalating behavior

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Guidelines for Approaching the Accelerating ChildMove slowlySpeak privately,

calmly and respectfully with student

Minimize body language

Keep reasonable distance

Establish eye-level position

Be briefStay with the agendaWithdraw if behavior

escalatesAvoid power

strugglesAcknowledge

cooperation04/18/23 48

•Choose a partner•Teacher

•Stand more than arm’s distance from the student•Stand with one shoulder slightly angled toward student•Open hands•Relax arms in front of body

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Time

Be

hav

ior

Inte

ns

ity

High

Low

PEAK

Peak: DescriptionSerious destruction

of propertyAssault

Someone is target or victim

Self-abuseSevere tantrums

HyperventilationScreamingRunningViolence

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Peak: InterventionProtect yourself, students and others as much

as possibleRemove students or remove othersPause and AssessPhysically step away and Send for helpBlock non-aggressively (if necessary)

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De-escalation (Acting Out): DescriptionNo apparent focus

or purpose in behavior

ReconciliationWithdrawalDenialBlaming othersSleeping

Responsive to very concrete directions

Responsive to manipulation or mechanical tasks

Avoidance of discussion (unless there is an occasion to blame others)

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De-escalation: InterventionIsolate child with

supervisionAllow some time to

cool downEngage in

independent work that produces a product for about 20 minutes

Complete exit paperwork

Restore environmentResume regular

scheduleEasiest activity for

the student at this point is a solitary, independent task.

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Time

Be

hav

ior

Inte

ns

ity

High

Low

DECELERATION

Recovery: DescriptionEagerness for

independent work or activityInteractions with

other students are difficult

Subdued in group work

Subdued in class discussions

DefensiveSome children will

display very cautious behavior

Avoidance of de-briefingChildren are

generally reluctant to talk about the outburst.

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Recovery: DescriptionEagerness for

independent work or activityInteractions with

other students are difficult

Subdued in group work

Subdued in class discussions

DefensiveSome children will

display very cautious behavior

Avoidance of de-briefingChildren are

generally reluctant to talk about the outburst.

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Time

Be

hav

ior

Inte

ns

ity

High

Low RECOVERY

Recovery: InterventionProvide strong focus

on normal routinesDo not negotiate

consequences for the serious behavior

Reinforce cooperation after an incident

De-brief

Strongly acknowledge problem-solving behaviors

Communicate expectations that child can succeed with help

Establish plan with specific steps

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Scenario #1Andy was working on his penguin project when the

teacher asked him to get ready for math class. Andy wanted to continue working on this project and not go to math. The teacher again firmly told Andy to get ready for math and to put his project away. Andy continued to ignore her requests and give her dirty looks. Andy begins to plead with the teacher to allow him to continue working and not go to math, but when the teacher says no again Andy gets defiant He begins yelling obscenities up and down the hallway. When the principal asks Andy what the problem was, he tells her that his teacher was making him go to math class and that he didn’t like math and blamed his teacher for making him throw his desk. Andy is then sent to sit by himself and complete his required work without anymore problems.

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Scenario #2While sitting at his desk working on his five

spelling words, Jose begins to play with his pencil. The teacher assistant in the class walks over to Jose and demands that he get back to work. Jose pushes his work aside and puts his hands into his pockets, as he stares into space. Again, the assistant insists that Jose get back to work. Jose takes his work and tears it in half and begins screaming at the assistant to leave him alone. After the teacher returns to the classroom she finds Jose sitting alone in the back of the room whimpering. The assistant tells her that she doesn’t know what his problem is and that he just started throwing a tantrum. When Jose finally calms, down, the teacher speaks with him regarding the incident and provides Jose with another chance to work on his spelling.

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Relaxation SkillsDiaphragmatic breathingProgressive relaxation

Hands and armsArms and shouldersJawFace and neckStomachLegs and feet Physical exercise

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Self-ControlDefinition:

Behaviors and strategies that an individual uses to achieve self-selected outcomes.

Includes:Self monitoring—observing and recording

one’s own behaviorSelf evaluation—compare behavior to self or

external standard and judge acceptabilitySelf reinforcement—select and administer

own positive consequence

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ConclusionDiscuss with a partner, one strategy/idea that

you learned from this session, that you will implement.

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Need Additional InformationIris White, Education ConsultantCSDE, Bureau of Accountability and

Improvement(860) 713-6794Iris.white@ct.govGeneral Informationwww.ct.gov/sde/para-cali.

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