The document provides guidance for paraeducators on supporting classroom behavioral intervention, outlining challenges to behavior management, best practices for paraeducators' role including monitoring student behavior, de-escalating disruptive situations, and crisis intervention. It presents an overview of the RELATE project which focuses on interactions between educators and students to promote a safe learning environment.

1. Don’t Be a Bystander:
How Paraeducators Can Support
Classroom Behavioral Intervention
Christina Cipriano
Tia N. Barnes
Lisa M. Flynn
Susan E. Rivers

2. Introductions
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School
Current position
Biggest challenge in
behavior management
What you hope to
gain from this workshop

3. OBJECTIVES
Identify challenges to
behavior management
Learn best practices for
active support of
classroom behavioral
intervention
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4. WHAT IS THE CLIMATE IN YOUR CLASS?
3 words to describe current
classroom climate
3 words to describe ideal
classroom climate
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5. PROBLEM BEHAVIOR
Disruptive
Unsafe
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6. YOUR ROLE AS A PARAEDUCATOR

7. BARRIERS TO BEHAVIOR MANAGEMENT

8. CHALLENGES TO BEHAVIOR MANAGEMENT
Lack of training
Unclear roles
Lack of time
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9. OVERVIEW OF THE RELATE PROJECT

10. Interactions between
educators that reflect unity
of purpose, clear classroom
management/instructional
strategies, and support a
quality learning environment
COMPONENT 1: TEACHER-PARAEDUCATOR
INTERACTIONS

11. Interactions between the
educator and students that
identify, acknowledge, and
accommodate for individual
learning needs and goals
COMPONENT 2: ACCOMMODATIONS

12. Interactions between
educator and students
promote a physical
and psychologically
safe learning
environment
COMPONENT 3: PREVENTION
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13. ELEMENTS OF PREVENTION
Monitoring
De-Escalation of
Disruptive or Unsafe
Behavior
Intervention
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14. MONITORING
Classroom Merit System
Communication about student behavior
Vigilance
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15. Classroom Reward Systems
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16. What is the classroom merit system used in your
class?
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17. CLASSROOM MERIT SYSTEM
Explicit instruction on system
Encourage student self-evaluation
Frequent feedback
Reference goals, earnings, rewards
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18. COMMUNICATION
Engage with class
team about student
progress
Prompt student
communication about
progress
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19. VIGILANCE
Get to know students
Continuously monitor
Intervene immediately
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20. DE-ESCALATION OF DISRUPTIVE
OR UNSAFE BEHAVIOR
Prompt and effective
Use of directives and
limits
Neutrality is key
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21. DE-ESCALATION
Reminders of
consequences
Adjustment of
classroom elements
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22. ACTIVITY
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23. DEBRIEFING QUESTIONS
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1. What was the experience of being the leader like for you?
2. What was the experience of being the follower like for you?
3. What was your experience like in the third round when there was no clear leader?
4. When did you experience discomfort? If so, how was your discomfort related to
cooperation?
5. Have you experienced a similar type of discomfort when trying to collaborate with
others in the real world? When?
6. How can this activity help you understand issues related to collaboration?

24. INTERVENTION
Crisis intervention refers to
the methods used to offer
immediate, short-term help
to individuals who
experience an event that
produces emotional,
mental, physical, and
behavioral distress or
problems
•
•
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25. CRISIS INTERVENTION
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26. CRISIS INTERVENTION
Employ strategies as needed
Remove student if a danger to self or
others
Re-establish communication
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27. QUESTION TIME
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28. Can You RELATE?
Dr. Christina Cipriano: christina.cipriano@umassd.edu
Dr. Tia N. Barnes: tia.barnes@yale.edu
Thank you to our amazing research team and to the teachers, parents, and
administrators who have participated in this work.
Research generously funded by a grant from the William T. Grant Foundation
(ID#180276)