Marc PipitoneAdvocating for a Child With Autism: What Schools Don't Want You to Know
November 29th 2010 18:29
TEACHER CONDUCT
Did the teacher do the following:
*Use peers in teaching?
*Use reinforcers?
*Use redirection through prompting and peer modeling?
*Capitalize on teachable moments to teach social skills?
*Follow through with specific behavior plans?
*Set expectations at the beginning of each teaching session?
*Teach social skills with direct instruction?
*Incorporate discrete trial programs into lessons within classrooms?
*Is the student sitting in the appropriate seat during instructional times?
The classroom teacher is in charge, so student should look only to this person for instructions and assistance.
The teacher should:
Seat the child with autism next to peers.
Call on the student spontaneously (more than the other students to facilitate attending).
Have the child (through error correction) repeat the correct answer if he/she originally gave the incorrect answer.
Provide frequent cues to the whole class to facilitate attention, such as, "Eyes up here."
Make the child accountable for his/her performance.
Give all directions only to the child.
PARAPROFESSIONAL/TEACHER ASSISTANT CONDUCT
Did the paraprofessional/Teacher Assistant do the following:
*Contact the student?
*Orchestrate peer contacts?
*Use positive methods to direct?
*Provide reinforcement?
*Review reinforcement schedule?
*Adequately handle behavior problems?
*Promote peer involvement?
*Use appropriate vocal tone?
*Atempt to build independent working skills?
*Follow teacher's lead on academics?
*Run social skills programs?
*Teach social objectives incidentally?
*Remain proactive in situations?
*Use appropriate prompting when needed?
The paraprofessional/teacher assistant needs to make sure that peer programs are conducted daily by the classroom teacher. Also, the paraprofessional/teacher assistant needs to make sure that "friends" or "buddies of the day" have been chosen and that other social programs are being conducted. In addition, the paraprofessional/teacher assistant needs to set up interactions between the student and peers whenever possible.
This can be accomplished through the following actions:
*Place the student with autism in proximity to other children.
*Encourage the student to watch other children.
*Encourage the student to ask questions and make initiations with peers.
*Have the student participate in peer paly activities.
*Encourage the student to share materials with other students.
The main focus of the paraprofessional/teacher assistant is on the child with autism . He or she must continually know what is happening with the "target" student and assess where he or she may need help.
The paraprofessional is a support person who instructs the child to facilitate the acquisition of skills that will enable the child to function independently, without support, in as many areas as possible. The paraprofessional/teacher assistant will prompt the child to attend, follow directions, sitting appropriately, raise his/her hand, redirect questions to the teacher, interact with peers, speak appropriately (volume and topics). He or she should not hover over the child, so as to promote independence.
****Always use the least amount of prompting necessary to elicit a response.
****Verbal prompting is to be used as a last resort unless you can only prompt in that format.
****Give the student 2 opportunities to respond to the classroom teacher before the support person uses a prompt to facilitate a response.
****Provide reinforcement for student and peer when appropriate interactions occur.
****Behavior plans should be developed when behaviors interfere with the student's ability to perform within classroom activities.
Did the teacher do the following:
*Use peers in teaching?
*Use reinforcers?
*Use redirection through prompting and peer modeling?
*Capitalize on teachable moments to teach social skills?
*Follow through with specific behavior plans?
*Set expectations at the beginning of each teaching session?
*Teach social skills with direct instruction?
*Incorporate discrete trial programs into lessons within classrooms?
*Is the student sitting in the appropriate seat during instructional times?
The classroom teacher is in charge, so student should look only to this person for instructions and assistance.
Seat the child with autism next to peers.
Call on the student spontaneously (more than the other students to facilitate attending).
Have the child (through error correction) repeat the correct answer if he/she originally gave the incorrect answer.
Provide frequent cues to the whole class to facilitate attention, such as, "Eyes up here."
Make the child accountable for his/her performance.
Give all directions only to the child.
PARAPROFESSIONAL/TEACHER ASSISTANT CONDUCT
Did the paraprofessional/Teacher Assistant do the following:
*Contact the student?
*Orchestrate peer contacts?
*Use positive methods to direct?
*Provide reinforcement?
*Review reinforcement schedule?
*Adequately handle behavior problems?
*Promote peer involvement?
*Use appropriate vocal tone?
*Atempt to build independent working skills?
*Follow teacher's lead on academics?
*Run social skills programs?
*Teach social objectives incidentally?
*Remain proactive in situations?
*Use appropriate prompting when needed?
The paraprofessional/teacher assistant needs to make sure that peer programs are conducted daily by the classroom teacher. Also, the paraprofessional/teacher assistant needs to make sure that "friends" or "buddies of the day" have been chosen and that other social programs are being conducted. In addition, the paraprofessional/teacher assistant needs to set up interactions between the student and peers whenever possible.
This can be accomplished through the following actions:
*Place the student with autism in proximity to other children.
*Encourage the student to watch other children.
*Encourage the student to ask questions and make initiations with peers.
*Have the student participate in peer paly activities.
*Encourage the student to share materials with other students.
The main focus of the paraprofessional/teacher assistant is on the child with autism . He or she must continually know what is happening with the "target" student and assess where he or she may need help.
The paraprofessional is a support person who instructs the child to facilitate the acquisition of skills that will enable the child to function independently, without support, in as many areas as possible. The paraprofessional/teacher assistant will prompt the child to attend, follow directions, sitting appropriately, raise his/her hand, redirect questions to the teacher, interact with peers, speak appropriately (volume and topics). He or she should not hover over the child, so as to promote independence.
****Always use the least amount of prompting necessary to elicit a response.
****Verbal prompting is to be used as a last resort unless you can only prompt in that format.
****Give the student 2 opportunities to respond to the classroom teacher before the support person uses a prompt to facilitate a response.
****Provide reinforcement for student and peer when appropriate interactions occur.
****Behavior plans should be developed when behaviors interfere with the student's ability to perform within classroom activities.
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