Fostering Independence A Team Approach Maximum independence Support

Fostering Independence: A Team Approach

Maximum independence Support High

The responsibility of the education team: *encourage *promote *maximize independence for every student.

Individual paraprofessionals are often assigned to individuals on the autism spectrum because of: • social • communication • behavioral deficits

Potential problems with individual assistance • interferes with ownership by general educator • separates students on the spectrum from clas • fosters dependence on adults • impacts peer interactions • limits receiving instruction from classroom tea • loss of personal control • interferes with instruction of others

When classroom teachers are more directly engaged with students on the spectrum they: • feel more ownership and responsibility • collaborate more closely with paraeducato • plan lessons and activities for paraeducat • retain instructional decision making autho • direct the work of paraeducators in the cla • provide mentorship to paraeducators • pursue fading out of paraeducators

Every team member needs to be involved in planning and implementing the IEP

Team Responsibilities • Define para’s role. • Identify natural supports and existing staff supports • Define how student can access general education curriculum (standards)

Team Responsibilities • Identify skills that need to be taught • Plan and implement a user friendly behavior plan • Monitor strategies, fade strategies, and review dates need to be planned

Every school staff member who works with the student on the autism spectrum needs to be aware of the goals, accommodations, modifications, and the FBA.

academic assistance to an individual student can unintentionally foster dependence SO natural support and existing staff support should be used whenever possible to promote

The Role of the Paraprofessional • Assist the teacher in helping the child achieve success in school • Support learning and social skills • Help child expand his/her communication • Coach student in interacting with other students • Model appropriate behaviors and offer suggestions for better alternatives • Help the individual deal with “real” world issues

Promoting Maximum Academic Independence

Para educator Needs Professional Development to Provide Adequate Academic Support • knowledge of content • knowledge of technology • professional growth and development opportunities • current knowledge of autism • behavior management techniques • ethical/professional behavior

Paraprofessionals assisting students on the autism spectrum must be trained in: • • • using reinforcement supporting and promoting communication analyzing basic tasks presentation and correction techniques ethical/professional behavior employing visual strategies using techniques of structured teaching using consistency in the learning environment monitoring and modify environmental stimuli collecting data for assessment and evaluation collaborating effectively with all other providers being flexible and open to new ideas

• • • Paraprofessionals may assist instruction by- directing attention to task pre-teaching concepts modifying tasks according to IEP adjusting time requirements breaking tasks into smaller steps incorporating student interests using repetition to increase performance providing frequent breaks to decrease frustration facilitating peer tutoring/cooperative learning facilitating use of assistive technology

Ways to Foster Independence • Physical structure • Routines • Communication • Sensory supports • Social supports • Reducing dependence

Physical structure • Designate safe place • Daily schedule • Assigned place for waiting and walking in line • Designate time and place to turn in assignments

Routines • Predictable routine • Teach surprises in schedule • Use visual reminders

Communication • Avoid metaphors and similes • Don’t force eye contact • Allow processing time • Keep it short and simple (KISS)

Sensory supports • • • Provide tactile input Provide fidget toys Movement seeking activities Use noise blockers Avoid olfactory detractions

Social supports • • Social stories Circle of friends Visual signals Peer buddies

Reducing dependence • Paras job share • Retractable leash, not Velcro • Para helps all students • Reference booklet

References • The Role of the Paraprofessional Autism-Asperger Digest Sept-Oct. 2002 • Central Indiana Autism Academy training modules, Indianapolis, Indiana • Notbohm, Ellen and Veronica Zysk, 1001 Great Ideas for Teaching and Raising Children with Autism Spectrum Disorders • Twachtman-Cullen, Diane, How to be a Para Pro A Comprehensive Training Manual for Paraprofessionals • The Paraeducator Paradox, NERRC Hot Topics, Spring 2003 • Temporary Support Assistant Decision Making Guide, Hamilton-Boone-South Madison Special Services Cooperative, 3/04 • Recommendations from members of the Central