This document provides information about different levels of support that paraeducators can provide to students with disabilities. It defines low, medium, and high levels of support and provides examples. It also discusses transitional support. The document emphasizes providing the least intrusive level of support possible and avoiding detrimental effects like unnecessary dependence, interference with peer interactions, and insular relationships. It recommends strategies like using a hierarchy of cues and prompts, including other students, and encouraging independence.

1. 30th National Resource Center For Paraeducators
Two Steppin’ in the Right Direction
To Be or Not To Be Intrusive
Facilitated by
Mary Lasater, Ed.D.
Lasater Consulting
Victoria, Texas

2. According to Webster…
sup-pórt´, v.t.; to assist; to further; to sustain; to
forward; to uphold by aid, encouragement, or
countenance; to keep from falling, sinking or declining
Source: Webster’s New Twentieth Century
Dictionary of the English Language Unabridged

3. Levels of Support
Low Support
This support is always available but not needed on a
regular basis by the student. The student would be able
to function in the environment without the support, just not
as successfully.

4. Levels of Support
Low Support Example:
Casey attends a general education math class as do three
other students with disabilities. The paraeducator is
always in that class and is available to support Casey
when needed. Typically, Casey only requests help two or
three times a week and it is usually to check his work or
clarify activity or worksheet directions.
Other examples?

5. Levels of Support
Medium Support
The level of support is necessary on a regular basis in
order for the student to be successful or to learn in the
environment.

6. Levels of Support
Medium Support Example:
Sharon participates in a vocational training program in the
community. Each afternoon the paraeducator
accompanies her onto the training site and provides
verbal cues to get Sharon started on job tasks. At times,
the paraeducator goes to a nearby table so that Sharon
can work independently. She will, however, provide
prompts when Sharon appears to be struggling to
complete the next step in the task sequence.
Other examples?

7. Levels of Support
High Support
High levels of support are generally intrusive in nature. The
support is absolutely necessary for the student to learn
and must be provided consistently. The student could not
function in the environment without the support.

8. Levels of Support
High Support Example:
Jim attends computer lab with his peers. Although he enjoys
this class, he needs a high level of support. The paraeducator
sits next to Jim and provides both physical and verbal cues.
She uses hand-over-hand support to help him turn on the
computer, use the mouse to select the desired program and to
complete the task. She provides many verbal cues to help Jim
stay focused on the task (not on his peers). Without
theparaeducator’ssupport, Jim would be unable to access this
computer lab with his peers.
Other examples?

9. Levels of Support
Transitional Support
The amount of support (low, medium, or high) is provided
temporarily to assist a student in gaining independence in
new environments, activities, and/or acquisition of new
concepts.

10. Levels of Support
Transitional Support Example:
Marlene had never required specific support in the elementary
school cafeteria where she was independent during lunch.
During the first two weeks of middle school, Marlene was
provided a medium level of support to transition into the
middle school cafeteria where procedures, routines,
communication and social skills were much more complex.
After two weeks, Marlene understood the requirements and
the culture of the middle school cafeteria and no longer
required the additional support.
Other examples?

11. Levels of Support
Activity
Group Response

12. Levels of Support Practice
As each of the following six scenarios are read aloud,
select the level of support that you think is being
provided
by the paraeducator and respond out loud.

13. Support in Action
Kyme
Kyme, a second grader, enjoys being included with her second grade
peers for recess and play activities. Kyme is very good at remembering
games and will often take the lead with her friends.
Kyme is a nontraditional communicator and uses a combination of sign
language, gestures, verbal approximations and facial expressions to
communicate with her friends. The paraeducator usually plays the
games with the group and interprets for Kyme when her friends struggle
to understand what she is trying to say.
low medium high transitional

14. Support in Action
Kyme
The second graders have one hour of library each week. During this
time students browse and select books, have quiet reading time and
usually a group story with the media specialist. The paraeducator
knows that Kyme needs to focus on books, not her friends, during this
time. Therefore, she accompanies Kyme and other students to the
stacks to select a book of interest, and she sits with Kyme during
quiet reading time and offers assistance as needed.
low medium high transitional

15. Support in Action
Kyme
Math is a very frustrating subject for Kyme. The paraeducator
knows that Kyme will do anything to get out of the daily math
worksheet; this usually involves undesirable behaviors. The
paraeducator directly helps Kyme get out her math workbook, find
the correct page, and complete the assignment. The
paraeducator has found that she needs to sit at Kyme’s table and
provide many direct cues and prompts to keep her focused. At
times, the paraeducator removes Kyme to a different table and
makes accommodations to the assignment and materials.
low medium high transitional

16. Support in Action
Chuck
Chuck is a ninth grader at the local high school. He receives some of
his instruction in the general education classroom and some in the
special education resource classroom. While in the resource room for
math, Chuck works well with two other students (Bob and Danny). He
is able to work in a small group and usually completes assignments
with minimal disruptions.
The paraeducator sits with this small group and provides cues and
prompts as needed. She also monitors six other students in the
classroom.
low medium high transitional

17. Support in Action
Chuck
Chuck attends ninth-grade physical education. Because Chuck has
physical disabilities, the paraeducator and special education teacher
assist the PE teacher with plans for modification.
The paraeducator also attends Chuck’s PE class at least twice each
week to monitor progress and implementation of modifications.
Chuck likes to hang out with his friends during this time, so the
paraeducator tries to be very discreet.
low medium high transitional

18. Support in Action
Chuck
Chuck receives his science instruction in the general education earth
science class. The paraeducator is assigned to this class. Chuck
needs many accommodations onthe reading and writing
assignments. The paraeducator sits with Chuck as he reads
assignments. Direct assistance is provided for highlighting critical
information, completing an outline, creating study note cards and
using a lap-top computer to generate written assignments. This direct
assistance takes the form of verbal cues and prompts, modeling and
some hand-over-hand assistance.
low medium high transitional

19. Camo-para

20. Para-sitter

21. Intrusiveness
By definition, to be intrusive is to force or push
something on another without being asked or
welcomed.
Intrusiveness can range from being discreet and
unassuming to meddlesome, distracting,
presumptuous, rude, bothersome and irritating.

22. Intrusiveness
Support is necessary at times but can be less
intrusive.
How intrusive the support is will depend on the
student’s familiarity and level of independence
with the task or skill.

23. You know you’re being less intrusive
when you…
• Use “wait time” to see if the student follows teacher
directions and works independently.
• Dignify the student by not singling him/her out in front
of others when giving support with a low tone of voice
and/or assisting several students at once in a group.

24. You know you’re being less intrusive
when you…
• “Know” the student and give just the right amount of
support - not too much/not too little.
• Give support and the student does not react in a
negative manner (embarrassed, angry or
noncompliant).

25. You know you’re being less intrusive
when you…
• “Move on” to other students once the support is given.
• Don’t give support when none is needed - but do give
specific praise to any student for work done correctly.

26. You know you’re being less intrusive
when you…
• Provide support with a stress on building student
independence and perseverance.
• Assist all students needing help.

27. Hierarchy of Questioning, Verbal Cues,
and Prompts
Less • Draw attention to the natural cues/prompts in some way:
Intrusive nonverbally using gestures - or verbally in a normal tone.
Example: “Look, it’s time for math.”
• Ask a question about necessary action.
Example: “What do you need to take out when it’s mathtime?”
• Give an option.
Example: “It’s time for math, do you need your science book or math
book?”
• Tell the student what action to take.
Example: “It’s math time, take out your math book.”
• Tell the student and physically guide through what action to
take.
Example: Get the math book and put it in one hand of the student
Most and using a hand-over-hand prompt, guide the student though the
intrusive process of opening the book and getting the remainder of the
needed supplies.

28. “Do you mind?”
Directions: Read each scenario and indicate whether you think the
paraeducator is being less intrusive or intrusive by placing it in the
appropriate column. If you think that the scenario could go either way,
place it in the middle of the two columns. Be prepared to elaborate on
why you sorted at least oneofthe scenarios the way you did to the rest
of the group.
Intrusive Less Intrusive
Scenario Scenario
Scenario Scenario
Scenario
Scenario

29. “Do you mind?”
Card Sort Activity
Answer Key
Less Intrusive - A, D, F, K
Intrusive - B, E, G, H, I, J
Both - C

30. “What the research says…”
Potential Benefits of paraeducator Supports
• Assistance in instruction
• Connection to languages and culture
• Assistance in students’ personal care needs
• Time made available for the teacher
• Additional skills and talents to the instructional team

31. “What the research says…”
Paraeducator supports are linked
with inadvertent detrimental effects.
Effects and remedies follow.

32. “What the research says…”
Effect: Separation from Classmates
Seated together in the back or side of the room,
physically separated from the class
Remedy: Whenever possible, walk to where students
are seated among their classmates to provide
support. Be sure to assist any student in the class,
which will reduce the stigma of being different for
those with special needs.

33. “What the research says…”
Effect: Unnecessary Dependence
Student with a disability is hesitant to participate without
paraeducator direction, prompting, or cueing.
Remedy: Use a hierarchy of cueingand prompting before
immediately providing a solution. This gives the student
more opportunities to think and respond independently.

34. “What the research says…”
Effect: Interference with Peer Interactions
paraeducators can create physical or symbolic
barriers that interfere with interactions between a
student with disabilities and classmates.
Remedy: Avoid hovering over student(s) and move on
to assist other students so that peers can interact
more easily.

35. “What the research says…”
Effect: Insular Relationships
Student with a disability and paraeducator do most
everything together, to the exclusion of others (i.e.,
teachers and peers).
Remedy: Include other students whenever possible to
encourage relationships between peers.

36. “What the research says…”
Effect: Feeling Stigmatized
Student with a disability expresses
embarrassment/discomfort about having a
paraeducator; makes him or her stand out in
negative ways.
Remedy: Include other students whenever possible
and move away as soon as possible to assist other
students.

37. “What the research says…”
Effect: Limited Access to Competent Instruction
Paraeducators are not necessarily skilled in
providing competent instruction; some do the work
for the students they support.
Remedy: Direct student attention to the teacher during
instruction to reinforce what has been taught.
Continue to access training on needed skills for
reinforcing teacher instruction.

38. “What the research says…”
Effect: Interference with Teacher Engagement
Teachers tend to be less involved when a student
with a disability has a paraeducator because
individual attention is already available.
Remedy: Continue to ask direction from the teacher
regarding the role of the paraeducator in supporting
the student. Encourage the teacher to model
appropriate re-teaching directly with the student.

39. Table Buzzzzz . . .
At your table, have a brief discussion
about how you might change, monitor,
or adjust the level of support you provide
to some or one of the students
with whom you work (or will support).

40. Lagnaippe
• Supporting and Reporting
• In-Class Support Log
• Instructional Support Activity
Worksheet
• Shifting Gears

41. Friends Forever

42. Best Wishes!
Thank you for the honor and
privilege of working with you here
at the30thNRC for Paraeducators
Conference.
Xoxox,
Mary