PRE K-5 AIDE TRAINING

PEACE CIRCLE

Learning Targets

• I can discuss my role as it relates to instructional tasks, behavioral support, supervision/prep tasks, and personal care.
• I can describe expectations when dealing with students, adults, and caretakers.

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• I can think about a student behavior and guess what function it is serving the student (what need is it meeting)?

LEARNING TARGETS

• I can outline the key components of the conflict cycle.
• I can differentiate between which behavior strategies to try depending on the type of behavior.

Roles & Responsibilities

YOU ARE...
A highly valued member of the instructional team who works collaboratively with the certified special and general education teachers and therapists who are responsible for the development and provision of the education program mandated by each student's Individualized Education Plan (IEP).

ROLES

• Instructional Tasks
• Behavioral Support
• Supervision/Prep Tasks
• Personal Care

INSTRUCTIONAL TASKS

• Review vocabulary
• Practice skills
• Pre-read a book
• Monitor or run a center

BEHAVIORAL SUPPORT

• Provide positive support
• Address a sensory need
• Follow a behavior plan
• Help calm the student

SUPERVISION/PREP TASKS

• Provide additional supervision
• Make a game
• Assemble a communication board
• Prepare or label materials

PERSONAL CARE

• Assist with toileting
• Feeding
• Provide support while a child puts on outdoor clothing

SORTING ACTIVITY

EXPECTATIONS

• students
• adults
• parents

EXPECTATIONS WITH STUDENTS

• Our students are our first priority
• We have an obligation to provide a healthy, safe and secure environment
• We believe all students can learn and hold high expectations for them
• We value diversity and resect for all

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• Be flexible
• Assist students with transitions
• Assist with physical needs of students when necessary
• Students are easily distracted. Side conversations should be limited.

SUBTLE, GENTLE, & RESPECTFUL SUPPORT

• Ways to naturally support students
• Encourage independence
• Encourage peer support
• Teach skills, cue the student, then fade your cues, then fade your support

FOCUS ON STRENGTHS

• Your beliefs about a student will impact how you support and work with that student
• Presume competence!

EXPECTATIONS WITH ADULTS

• Be professional
• You are an ambassador of the school district
• The teacher will communicate with you about responsibilities
• Confidentiality is essential, required, and crucial

EXPECTATIONS WITH PARENTS

• Communication with parents should be provided by special education teacher
• Questions asked by parents should be directed by the aide to the teacher or building administrators

PAIR & SHARE

FUNCTIONS OF BEHAVIOR

FUNCTIONS OF BEHAVIORS: CA-GRAAPES

• Communication
• Avoidance
• Gratification
• Revenge
• Attention
• Acceptance
• Power
• Self -Expression
• Stimulation

THE CONFLICT CYCLE

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BEHAVIORAL FIRST AID

THE AGITATED STUDENT

HYPERACTIVITY

DEFIANCE / NON-COMPLIANCE

SCRIPTS

SCENARIOS

M & M

REFERENCES

• Causton-Theoharis, J. (2009). "The Paraprofessional's Handbook for Effective Support in Inclusive Classrooms"
• Doyle, M.B. (2008). "The Paraprofessional's Guide to the Inclusive Classroom: Working as a Team (3rd edition)"
• Ryan, Joseph B. (2015). "Beyond Behavior: Creating a Culture of Data Driven Behavior Interventions."

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