Hand out from Defining Roles and the Necessary Skills for the 21st Century Paraeducator Given by Mindy Speichler and Cecilia Laughlin at NRCP conference April 1-3, 2016

1. Handout 2
STRATEGIES/TOOLS/TECHNIQUES THAT WILL BE MOST EFFECTIVE
IN MANAGING THE PROBLEM BEHAVIOR
1. Student refrains from compulsive behaviors (hand clapping, shutting doors when passing
them).
STRATEGY USED: ______________________________________________________
2. Student has difficulty transitioning from one activity to another OR transitioning from one
class to another.
STRATEGY USED: ______________________________________________________
3. Students refuses to follow directions.
STRATEGY USED: ______________________________________________________
4. During work time, student acts out by tapping pencil on desk.
STRATEGY USED: _______________________________________________________
5. Mr. Williams’ class can’t wait to get to lunch and they closely watch the clock for the bell
to ring. Once that happens the class rushes out of the room to lunch.
STRATEGY USED: _______________________________________________________
6. Student is agitated due to change in daily routine (ie. requested to complete math work
before writing OR requested to go to art instead of music).
STRATEGY USED: _______________________________________________________
7. Student acts out during an assembly and needs to be safely removed (possibly to BIR).
STRATEGY USED: _______________________________________________________
8. Student refuses to complete assigned task.
STRATEGY USED: _______________________________________________________
9. Student wants to use computer instead of completing assignment.
STRATEGY USED: _______________________________________________________
10. Student is pinching staff member.
STRATEGY USED: ______________________________________________________
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2. Handout 2
STRATEGIES/TOOLS/TECHNIQUES
to effectively manage problem behaviors
• REINFORCEMENT:
Presentation of a stimulus which results in an increase in the rate of that behavior. The
reinforcement you are using must have meaning/value to the student (computer, walk, food, tokens)
• COMPROMISE/NEGOTIATE:
To adjust or settle differences through mutual concessions. This technique may involve presenting
the student with acceptable choices.
• CONSEQUENCE:
Stimuli that follow a behavior/action
• CONSISTENCY:
Refers to doing the same thing the same way each time
• PROMPT:
A cue that would cause a student to complete an activity
• MODELING:
Giving a visual or physical demonstration of the behavior you want to see
• VISUAL SUPPORTS:
A tool used to help students understand expectations and help with student’s organization
• SETTING CONTROL BOUNDARIES:
A necessary tool that provides structure and organization which will allow students to maintain the
feeling of having control of themselves
• PRE-EMPT BEHAVIOR:
By using this tool you are “removing the audience”, therefore removing a source of “power” for the
student. This places the responsibility on the student for choosing to behave appropriately
• FORCED CHOICE TECHNIQUE:
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3. Handout 2
Student is offered two choices (both of which are acceptable to staff). This allows the student to feel
THEY ARE MAKING THE DECISION
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