Don’t be a Bystander: How Paraeducators Can Support Classroom Behavioral Intervention
Student safety underscores effective instruction; the maintenance of a safe classroom environment allows students to be “available to learn.” Although paraeducators assume essential and expanded roles and responsibilities, many report feeling under-prepared to intervene in student problem behavior and instead have to make on-the-spot decisions due to lack of training and time with their supervising teacher and other school personnel (Gaylord et al., 2002; Giangreco, Edelman, Broer, & Doyle, 2001). Over the past four years The Recognizing Excellence in Learning and Teaching (RELATE) Project has taken an in-depth look at self-contained special education classrooms primarily serving students with Emotional and Behavioral Disorders. To inform evidence-based practice in the area of classroom behavioral intervention the RELATE Tool provides a model of prevention indicators which, when employed by the classroom paraeducators, can promote student safety and security and maximize student learning and outcomes. Using an applied approach, participants will be introduced to this skill-set during a hands- on workshop and will be provided with resources to share with their classroom teams.