Building Better Behavior: A Program Describing Fundamental Behavior Strategies Appropriate for Paraeducators

From Bob Morgan, Department of Special Education and Rehabilitation
Utah State University
TRISPED Projects

What is the purpose of Building Better Behavior? This CD-ROM program describes proven ways to address common behaviors in classrooms or other school settings. The approaches are called Behavior Builders. Some Behavior Builders emphasize positive approaches for teaching appropriate alternative behaviors to replace problem behaviors. This approach is used because many students who display behavior problems are not skilled in performing appropriate behaviors – they need to be taught how, when, and where to display new behaviors. Other Behavior Builders are designed to prevent problems before they start – called proactive approaches. The purpose is to provide basic strategies for interacting with students. It is not a set of behavioral intervention procedures, but fundamental methods for building better behaviors.

When is this program relevant? Behavior Builders is useful in addressing common behaviors in school classrooms or other educational settings. Used appropriately, Behavior Builders may significantly reduce behavior problems.

What is the paraeducator's role in this program? As direct service providers, paraeducators are frequently in situations where they need to manage student behavior. Building Better Behavior is written in practical language for paraeducators working in classrooms and Title I programs. It can be shared with teachers and other team members, including parents. Building Better Behavior is based on the thinking that fundamental skills in verbal interaction, timing of communications, and rapport-building will eliminate many problem behaviors before they occur. Many of the strategies will be immediately usable by paraeducators because they require no formal training in behavior analysis.

What else must be considered before starting a Behavior Builder?

Preliminary strategies. Behavior Builders are similar to preliminary strategies. Preliminary strategies may be used in conjunction with Behaviors Builders to maximize success. Preliminary strategies include

• using appropriate and engaging curriculum,
• providing opportunities for students with special needs to interact with typical students in regular education settings,
• creating a limited number of positively stated rules for each school setting,
• promoting communication opportunities for all students,
• arranging the environment to enhance learning and reduce problem behaviors,
• establishing high rates of praise statements from instructors to students for behavior and academic performance,
• setting a rapid pace of instruction, and
• reducing down time, and so forth.

In this presentation, the presenter will describe and demonstrate excerpts of the Building Better Behavior CD-ROM program. The exhibit at the conference invites paraeducators and others to stop by to use the program at their convenience.

The 15 Behavior Builders include

• Name first
• Specific instructions
• Ask student to repeat instructions
• Distinguish specific instructions from choices
• Forecasting expectations
• Establishing expectations for transitions
• Recognizing/praising actions
• Praise around
• The name game
• Reinforcing for asking to take a 10-sec break
• Reinforcing for signaling for help
• Reinforcing for asking "When can I …?"
• Reinforcing for appropriately getting the instructor’s attention
• Reinforcing successive approximations

For more information, contact Technology, Research, and Innovation in Special Education (TRI-SPED) at Utah State University, 1-877-722-3991 or www.trisped.org

[1] Presented at the 25^th National Conference on the Training and Employment of Paraprofessionals, Bloomington, Minnesota, May 11 and 12, 2006

Building Systems in Utah: A Blueprint for Success

From Marilyn Likins, Utah Para Web site:

Hawaii State Department of Education and Community Colleges: Partnerships in Paradise

From Dale Asami, Judith Kappenberg, Lorelei Karasaki and Louise Pagotto

Partnerships in Paradise

Building the Future - One Student at a Time

Associates in Arts in Teaching Program

How Can We Use Assessment Techniques to Enhance the Learning of Pareducators? Or, How Do We Know if Our Students Are Learning?

From Susan Simon, Doug Van Oort, Julie Wenzel and Carolyn Cleveland

Keys for the Future Paraprofessionals Becoming Teachers

From Susie Branon and Lisa Oden

Learning, Talking and Creating Change: Different Formats for Conversations About Practice

From Mary Fisher and Brooke Baker:

Load Your Toolbox: Behavioral Strategies for Everyone

T = Take care of your own needs
O = OK to borrow tools from others
O = Open your mind and ask questions
L = Listen to each other
S = Start and End on time

TO DO LIST!

• Introduction
• Rules of the Thumb
• Whitewashing the fence
• Don't Make Me Build It
• Are you the Contractor?
• Opening Up Your Toolbox
• Measure Twice, Cut once
• Project Completed

You are the contractor. Think about these things:

• Are there other things happening which may make the behavior worse?
• Does the student know and understand the what is expected?
• Does the student have the ability/skill to do what is asked of him/her?
• Does the student have enough time to do what is expected?
• Did the adult use respect when dealing with the student?
  • The voice remains calm
  • The student's personal space is honored
  • The student is not embarrassed in front of peers
  • Nonverbal and verbals interactions are appropriate

Measure Twice – Cut Once Questions

1. Is the tool socially acceptable?
   • Does it make sense?
   • Is it humane?
   • Can you afford it?
   • Is it legal?
   • Can you tell others about it?
2. Does the tool have some way of helping the student manage their own behavior?
3. Can the tool be implemented without causing too much distraction for the rest of the class?
4. Will the tool work?
   • Will this tool reduce the need for "tougher" tools?
   • Will this tool work in other settings?
   • Will the behavior transfer to other settings?
5. Will the tool solve the problem behavior without making a bigger behavior problem?

I've come to a frightening conclusion that I am the decisive element in the classroom. It's my personal approach that creates the climate. It's my daily mood that makes the weather. As a teacher (or a paraeducator), I possess a tremendous power to make a child's life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized. --Haim Ginott

Trying
Our darnedest to
Overcome
Landmines
Successfully

We cannot make a kid behave.
It will drive us to our grave.
In olden days, the rules we knew,
"Do it and it will be done to you!"
If we slugged, then we got hit.
If we chomped down, we got bit.
Now policies and rules have changed:
"Hit a kid! Are you deranged?"
Now we work to give the clues
To reinforce behaviors that we choose
Misbehavior we redirec
Quirks and foibles to correct.
We fill our box with tools galore
Always trying not to bore.
We do the research, try our tricks,
To give the skills kids need to fix.
The final strategy, if you dare...
Just let your students know, "I care!"

Anyone can punish or control, but it takes the best, the brightest, the most skilled, and the most creative educators to inspire students through positive programming.

If a child doesn't know how to read... we teach.
If a child doesn't know how to swim... we teach.
If a child doesn't know how to multiply... we teach.
If a child doesn't know how to behave... we punish.
John Herner

Behavior Tools

Removal or Introduction of Antecedents:

1. Look at the behavior to decide what might be causing the behavior – what is happening just before the behavior shows up, it is a class, a certain time, a certain group of people? Also look for times when the behavior is not present.
2. Change the situation (antecedent) and replace with an appropriate behavior situation (the good times).
3. As the new behavior is learned and used, slowly reintroduce the antecedents which caused the inappropriate behavior.

Change the Task:

1. Look at the task – it is too difficult, easy, or boring.
2. Break the task into smaller chunks, give extra help, or plan for success.
3. Increase the demands of the task as success happens.

Change the Position:

1. Move the student to a new position in the room or at their desk to finish the task.
2. Allow the student to do the problem on the whiteboard, stand at her desk, and sit on the floor.

Change the Schedule:

1. Give breaks more often.
2. Move difficult tasks to a different time of day.
3. Break down the tasks between "seat" time and activity time.
4. Time between activities or breaks can be lengthened a little at a time.

Redirect:

1. Give a verbal/nonverbal cue/prompt which can lead to a more appropriate behavior.
2. The cue/prompt redirects the student's attention.
3. Be sure the cue doesn't call attention to the inappropriate behavior.

Choice Training:

1. Teach students how to make choices. The choices need to have significance to the student.
2. Give the student wait time to make the choice before giving prompts.
3. The activities (choices) may be like doing math worksheet or writing a story now. It could be between two free time activities.

Verbal Cueing:

1. Give a verbal cue that leads to the appropriate behavior.
2. Example: I like the way Julie is sitting quietly.

Proximity:

1. Make the student aware that you are close and aware of them.
2. This could be eye contact, a tap on the desk, or walking past the student's desk.
3. Teach self-management skills so proximity could be done from across the room.

Using Reinforcers:

1. First decide what is reinforcing to the student(s).
2. Use reinforcers when appropriate behavior is demonstrated or approximations toward completing the correct behavior.
3. Use social reinforcers (praise, smiles) before primary reinforcers (food, drinks, stickers) if possible.
4. Have a plan for fading out primary reinforcers.

Modeling and self-modeling with videotape feedback:

1. Model the appropriate behavior for the student, talking about what is appropriate.
2. This could possibly be done with videotaping the student and stopping the tape and discussing the behavior.
3. Have the student practice the behavior or watch the video and talk about times the behavior is appropriate.

Functional communication training:

1. Sometimes a student can not communicate their needs which lead to inappropriate behavior. An alternate communication system needs to be used.
2. This could be sign language, Boardmaker pictures in a book, assistive technology devices, and pictures on a schedule.
3. The student will need to be taught how to use the communication system using prompts and modeling.

Anger Control training:

1. The adults need to determine what is happening just before the behavior happens.
2. The student is taught self-statements like "Relax, stop, calm down, count to 10" to use before the behavior happens.
3. Others things that could be used would be "pauses for the cause" like moving to a different spot in the room, asking to go get a drink or go to a different room.
4. The student needs to reflect on the behavior and ways to handle it.

Directly teach a replacement behavior:

1. The student is taught to replace an inappropriate behavior with an appropriate behavior through modeling, cueing, and prompting.
2. For example, if a student touches/pushes other students when lining up, and they have been taught Body Basics for lining up, then every time the students line up, the teacher/para say, "Remember to use good Body Basics."

Preparation for Change:

1. Some students don't deal well with a change to their routine or sudden, unexpected events.
2. If at all possible, explain changes in the routine or activities in advance and why this is happening.

Explanation of Consequences:

1. Discuss with the student the possible consequences of a behavior.
2. This can be used before and/or after an inappropriate behavior – (if you doÉ, what will happen? Because you É., now what will happen?)

Verbal Command:

1. Sometimes a student doesn't think about a behavior or can't stop it.
2. Use a direct verbal command like "Stop running in the hall." Use a calm voice and do not shout.

Simple Restitution:

1. This is used to have a student undo the result of the behavior (wash

the tables after using marker on them).

2. Do not embarrass the student in front of their peers.

Blocking:

1. The adult positions themselves between or removes others from the student. This would be if the student was hitting another student, throwing things, or running from the room.
2. Be sure not to put yourself in danger.
3. Don't raise your voice and remain calm.

Brief holding:

1. A mild restraint (like holding a student's hands down momentarily, for less than 20 seconds) is used to stop a self-abusive behavior like biting, pinching, etc. Don't struggle with the student.
2. 2. Remain neutral. Focus the attention on the activity.

Time Out:

1. This is used for disruptive or aggressive behavior which is reinforced by peer attention.
2. Take the student to a time-out area; tell the student what the inappropriate behavior is, and how long they will be in time-out. Set a timer.
3. Calmly discuss the behavior that is appropriate and ask the student if they are ready to come back to the group. If not, the timer needs to be set again.
4. The time-out period should be brief (3-5 minutes).

Paraeducator Training: Making the Decisions and Finding the Materials That Meet Your District's Needs

From Nancy French:

The PAR²A Center Web site

Paraprofessional Orientation: Need to Know

From Sharon Johnson

You can also download the handout that went with this presentation:
PDF version of the handout
Microsoft Word Version of the Document

Proactive Planning for Highly Qualified Paraeducator Staff Development

From Mary Lasater and Sheila Fernley

Proud to Be a Para Because I Make a Difference!

Strategies for Incorporating the National Reading Panels Five Components of Reading into the Classroom

From Bonnie Houck

Study Groups As a Professional Development Model for Paraprofessionals

From Kjell Fenn

The Art of Synergy-Building Effective Teacher/Paraeducator Teams

From Deanna Avis

The Choice is Yours: Do You Want to Help or Hamper Inclusion?

From Ritu Chopra (Session 1)
The PAR²A Center Web site

The Effective Use of Teacher Assistants

Peggy Hayden and Ann Marie Dubuque
Teacher Assistants Website

• RI Department of Education Policy and Professional Development Infrastructure For Teacher Assistants 2005-06
• Effective Use Of Teacher Assistants A Module For Policy And Practice Development
• RI Department of Education Teacher Assistants Newsletter

(From their abstract)

This session will address strategies being used in RI to support districts in the effective use of teacher assistants. These include state and local leadership and infrastructure development, policy, data collection, and professional development strategies and resources. Participants will be made aware of a module on the Effective Use of Teacher Assistants that they can download for free at http://www.ritap.org/ta on the Resources webpage and adapt to their situation.

Session Description: Using an interactive lecture format, this session will highlight state and local:

1. Leadership and infrastructure development
2. Policy including state standards and guidelines and local policy development
3. Data collection including a new statewide computerized data collection system that is under development for collecting and analyzing data at state and local levels related to TA qualifications, assignments and professional development acquired and needed.
4. Professional development strategies and resources including use of a module on the Effective Use of Teacher Assistants that they can download for free and adapt to their situation. This module addresses:
5. How to Use this Module
6. Research Related To Teacher Assistants
7. Legal Requirements Related To Teacher Assistants And Other Paraprofessionals
8. Instructional Team Model
9. Job Descriptions For Teacher Assistants
10. Considerations For Assigning Teacher Assistants
11. Orientation Of Teacher Assistants
12. Professional Development For Instructional Team Members
13. Supervision Of Teacher Assistants
14. Performance Evaluation Of Teacher Assistants
15. Orientation Exercise for Effective Use of Teacher Assistants Module
16. Guided Discussion
17. Bibliography

Tracking Student Behaviors' So That Administrators and Staff Can Identify Strategies to Help All Students Be Successful

From Harlan Leopold

Handout from the Session

The participants will learn how to effectively track student discipline, receive a copy of a behavior improvement plan, receive a copy of a discipline referral plan, view examples of curricula that deal directly with working to resolve undesirable behaviors, receive a list of videos used with the curricula, and participate in a discussion of techniques used in the Responsibility Center.

Transition Needs of Older Youth With Disabilities

From Joe Timmons
Institute on Community Integration