Fostering Independence: A Team Approach

Maximum independence High Support

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

Individual paraprofessionals are oftenassigned to individuals on the autism spectrum because of:

•social•communication •behavioral deficits

Potential problems with individual assistance

•interferes with ownership by general educators•separates students on the spectrum from classmates•fosters dependence on adults•impacts peer interactions•limits receiving instruction from classroom teacher•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 paraeducators•plan lessons and activities for paraeducators•retain instructional decision making authority•direct the work of paraeducators in the class•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

SOnatural support and existing staff support should be used whenever possible to promote the least restrictive environment.

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• Support academics learned in the classroom

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

• 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 assisting students on the autism spectrum must be trained in:

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 Indiana Autism Academy