BM-S3: Demonstrate the use of different methods to intervene proactively to change and maintain behavior
BM-S4: Ability to implement remedial techniques in academic skill areas with learners.
BM-S5: Ability to use materials designed for skill development in the social areas.

Introduction

Consider the following scenario:

A student with whom you work refuses to follow classroom procedures. When you respond supportively, the student ignores you. When you react from a position of authority, presenting the rules and consequences, the student's behavior escalates in a variety of directions. All the while, other students are sizing up what happens.

Paraprofessionals and teachers in this situation can become flustered, stressed, and uncertain how to best respond. Many try to find an effective response in the midst of swirling emotions. With little time to think and choose, the educator might deliver an ineffective response that does not teach the student a new behavior skill. Consequently, the behavior will present itself again and again. The best solution to such a scenario is proactive and positive behavior support. “Proactive” refers to a planned, thoughtful approach that considers the function of the behavior as well as interventions and strategies for responding to the behavior when it is presented. Moreover, it includes interventions that you can use before the behavior is presented. As a result, your response to the student’s behavior is not reactive—forcing you to make a plan as it is happening—but proactive, already planned and thought through. This approach increases the likelihood that your response contributes to the student’s learning goal while it replaces the stress that you might experience in a reactive situation. It also allows time to think about implementing an appropriate response.

This unit includes several proactive, positive, and supportive strategies that are primarily designed for individual students. Strategies for the entire class are covered in unit 4. Learning about these strategies will help you be more proactive in your response to student behavior. If you carefully consider what you can know from a Functional Behavioral Assessment, covered in unit 2, you can choose strategies that reveal the underlying purpose of a behavior. This can lead to effectively teaching the behaviors that a student needs to learn.

Objectives

As you read the objectives for this unit, think about and rate your current knowledge using the following scale.

1. I do not understand this.
2. I do understand this.
3. I understand this well enough to use in my work.
4. I could teach others about it and use it in my work.

Upon completion of this unit, you will be able to:

• Understand key elements to consider in an intervention.
• Use a variety of interventions that support appropriate social-skill development.
• Use a variety of interventions that respond to challenging behavior.
• Understand elements involved in aggressive and coercive behavior and how to respond effectively.

The Para eLink is sponsored by the Minnesota Paraprofessional Consortium, in collaboration with the Minnesota Department of Education, located at the Institute on Community Integration in the College of Education and Human Development at the University of Minnesota.

E-mail us with questions and comments about this site.

© 2001-2003 by the Regents of the University of Minnesota. The University of Minnesota is an equal opportunity educator and employer.
This page last modified
URL
Online Privacy Statement