Now that you've put a TON of work into planning, it's time to train paraprofessionals to utilize all the tools you've created. Before we dive into the nuts and bolts of training, let's first think about who the paras are in our classrooms. Paraprofessionals come with a wide range of classroom experience: some are retired teachers, while others may be fresh out of high school. They have different reasons for being in our classrooms, from simply needing to pay the bills to looking for a career in education or to give back to their community. They also have different experiences when it comes to working with teachers; some worked with teachers who gave very little direction, and others came from situations where everything was micromanaged. Basically, we are working with a very diverse group of professionals, and we need to keep their diverse experiences in mind when training. But luckily, working with diverse individuals is our specialty! Many of the strategies we use with our students will also work well for adult learners.

Let's examine how we teach our students: we explicitly teach new skills, show them what to do (model), provide assistance so they respond correctly on their own (prompting), and provide feedback. Again, all these strategies work for adult learners, too! When we tie these components together, we get a strategy known as Behavior Skills Training.

Behavior skills training (BST) is a well-researched strategy effective across teachers, paras, parents, related service providers, and students. It can be used to teach a wide range of skills. It consists of four steps: describing the skill, demonstrating the skill, allowing the para to practice the skill, and providing feedback. We repeat these steps until they can perform the skill with fidelity. Below is a visual of this process. There is also a link in the Resource section so you can print this visual. Let's examine each step.

When describing the skill, explain WHY you are adding the skill to the para’s repertoire. You really want to build a case. Make sure to describe the skill in detail. If possible, write down the steps to perform the skill. Writing down the steps is a great strategy for several reasons: it appeals to different learning styles, makes the steps concrete, and can be referred back to later. You can also use it to take data! Below is an example of describing how to complete a vocabulary assessment using sentence starters and writing down the steps to perform the vocabulary assessment.

Once the skill and the "why" are explained, we need to model how to perform the skill. This can be done with the student (preferred method but not always feasible), using role play, or video modeling. While you are modeling the skill, check for understanding and go slow. Remember to model how to use visuals and other materials you prepared. Tip: Ensure you know how to do the skill you're asking the paras to do. You might be really excited about a new data collection method but when you go to train the para, it might not go as expected. Try to work out those kinks ahead of time to avoid confusion.

Now, it's the paraprofessional's turn! Watch them practice the skill and provide plenty of opportunities. While you are observing, give it your full attention. It's really easy to get caught up in the daily to-dos and multitask during this time, but you will miss a lot and it will diminish the perceived importance to your paraprofessional and the rest of the team.

After the para has practiced the skill, provide feedback. Start with what they did well, and then provide a few suggestions. After offering feedback, make sure they have the opportunity to apply your feedback by practicing the skill again. Keep offering positive and corrective feedback after each practice trial or session. If you like data and want to get analytical, you can create a criterion for fidelity (80%-100% accuracy) and track it using the written instructions you created (an example of this is under Step 1).

It would be really great if behavior skills training was a one-and-done process, but unfortunately, that's not the case. Think about how many times you had to create a lesson plan before you really understood the process! Next week, we'll cover the next steps after implementing Behavior Skills Training and commonly asked questions when training paraprofessionals.

Until then, try using BST with a paraprofessional to teach a new skill or to teach them to lead a center. It might be uncomfortable, but that's okay. Just let them know you are trying a new way of training. Before you know it, it will become common practice in your classroom.

Check out the Welcome Winter unit in Theme's First! Theme units include original songs, books, and activities that support students’ skill development and generalization with content that’s fun, accessible, and theme-based. These monthly units now include an expanded Social Studies suite, containing fun, theme-related activities that reinforce cultural engagement. Included in all Themes First! units are lessons, activities, and worksheets for group and independent work at a wide range of levels.

Link to Welcome, Winter! Monthly Theme Calendar

Date/Time: March 5th, 2024 from 3:00-4:30

Where: Virtual

Cost: Free

Join us on March 5th, 2024 for the next EBP webinar! The topic will be on promoting AAC use in the classroom. Make sure you subscribe to the ASD listserv or follow the MN ASD Educators Facebook page to get update information on this training and other upcoming opportunities!

Date/Time: May 7th, 2024 from 3:00-4:30

Where: Virtual

Cost: Free

Join us for our last ASD EBP Webinar (formally known as STAR Webinars) of the 2023-2024 school year! During this webinar, Michele Glynn, ASD Specialist, will discuss using simple video modeling, modeling, and peer modeling to practice and promote positive behaviors that support student engagement and learning.

Feel free to contact me for any questions or concerns via email or phone. I'm also available to chat via Zoom Mondays from 7:30-8:00 AM and 3:00-3:30 PM. If these times do not work for your schedule, please email me and we will find a time that will work for both of us.

Use the link below to ask questions about this week's Tuesday Tips 'N' Tricks and/or give suggestions on future topics.

Classroom Set Up Series

Classroom Set Up: The Why

Classroom Set Up: Visually and Physically Defining Your Layout

Classroom Set Up: Classroom Schedules

Classroom Set Up: Para Schedules

Classroom Set Up: Individual Schedules

Classroom Set Up: Individual Schedules FAQ

Classroom Set Up: Visual Supports

Classroom Set Up: Teaching Visual Supports

Classroom Set Up: Creating Visual Supports

Classroom Set Up: Teaching Routines and Expectations

Classroom Set Up: Routines and Expectations

Tuesday Tips 'N' Tricks is made possible by Minnesota Low Incidence Projects