PCA Insider Newsletter - December/January 2017-2018

Handling difficult behaviors can be frustrating toward finding an effective way for our students
and tiring. It is important to understand and to communicate, the less likely students will
utilize some simple general behavioral strate- resort to negative behaviors. Strategies for
gies. communication can include pictures, sign lan-
guage, gestures, and assistive technology, such
Relationships and Respect as using a voice output system or iPad. It is the-
orized that all behaviors are driven by a need to
A study was done by Carol Ann Tomlinson that communicate. When behaviors occur it is nec-
showed that up to 90% of behavior problems essary to determine what the student was trying
can be prevented by improving relationships to communicate directly before the behavior
with students. The more you get to know your (the antecedent).
student and show an interest in their likes and
dislikes, the more the student will look to you Recognize the Motivation
for approval. Students who share a bond with
the adults in their lives have fewer behavior Children are smart! They understand that their
problems. It is not unusual for us to feel as if a behaviors can drive our behaviors. If a child at
student is sometimes trying to make things the grocery stores cries until he receives a candy
more difficult for themselves, and for us, but the bar, chances are he will cry next time he goes to
more we continuously show respect and genu- the grocery store. The consequences for nega-
ine care, the more students learn to trust us and tive behavior will drive one of three outcomes:
look to us for guidance. the behavior will be reinforced; the behavior will
be decreased; or the behavior will stay the
Communication Often Drives Behavior same. If the negative behavior is increasing, it
could be likely that our reaction to the behavior
Not all children communicate in a way that we is motivating the child to continue to behave in
understand at all times. Can you imagine need- that way. Positively reinforcing when a child is
ing something simple, like a drink, and not being appropriately behaving increases the chance
able to clearly communicate what you need? that the child will make a good choice in the
Even students who use clear verbal words may future.
not be effective at telling us what they need or
want. The more focused we are in working Redirection

Redirection even works for us! We may be out
shopping when we see something we want,

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Seeking Behavior Achievement, Continued

but not need. Redirecting your and be more in control of their day. behaviors that we are trying to change
thoughts toward saving your money get worse before they get better. Some
toward a future vacation may be Ask for Help students have behavior plans as part of
enough for you to walk away without their IEP that gives us more information
making an unneeded purchase. Redi- This is a very simple, but effective about the strategies that should be
rection is a very simple way to refocus strategy. Children love the thought used. For more ideas, check out the
a student away from a negative behav- that they know something that an resources below or seek out a profes-
ior. I have a child at home who hates adult doesn’t know. Imagine you have sional development session about be-
to do math homework. Tears will to walk a student down to speech havior.
stream down her face at the mere therapy. The student doesn’t want to
thought of getting out her math book. transition. Tell the student that you
Distracting her first with hot chocolate have forgotten how to get to the
at the kitchen table, while showing her room. Ask for their help. I have used
a new fancy purple unicorn pencil may this for even simple tasks like getting a
be enough to stop the tears. Many student to write their name on the
students may be gripped with anxiety paper. If they refuse, I say, “Ok, I will
at the thought of transitioning to the write your name”, and then I “forget”
next classroom, or beginning writing how to spell it. I will write the wrong
instruction, etc. A redirection may be first letter. Soon they are shaking their
enough to take their mind off of some- head at my poor memory, and they
thing less desirable. are writing their name by themselves
to show me how it is done.
Recognize Emotions
Final Thoughts
Our reaction to misbehavior is often
directed at what they shouldn’t do, The list of ideas and suggestions for
instead of how they may be feeling. dealing with behavior is endless! The
For example, when a student begins to key is to be consistent, collaborate
communicate unwillingness to com- with the other adults in the classroom,
plete a task, say “I know you want to and don’t give up. Oftentimes
go to lunch. Let’s match the words
one more time, and then it will be Check out the following sites for more
lunch time”. information:

Allow for Choices Behavior Intervention Tips

Students, like ourselves, like to have http://bit.ly/2DrUkKP
choices whenever possible. The sim-
ple act of choosing our favorite coffee Supporting Behavior for Children with Autism
mug in the morning can make our day http://bit.ly/2mN77NO
a little brighter. If a child is having a
hard time completing a task, offer the Redirecting Behavior
child to stay at their desk or move to a http://bit.ly/2Dqlp1b
round table at the back of the room to
complete the task. Offer the choice
between different rewards. Offer the
choice to collect papers or erase the
white board. Offer the choice to take
a book to lunch or a puzzle. Choices
help students feel more responsibility

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We know that teachers, paraeducators (also known as classroom
assistants), and PCAs want the same thing: successful students.
So how do we work together for the purpose of the students we
serve? Below are some suggestions.

 Help teachers and paraeducators understand the role of the PCA. Some staff have never worked with a
PCA before.

 Ask the teacher how we improve, but be specific. For example, ask for ideas on helping a child stay fo-
cused during an activity.

 Always be confidential. Even if you have a conflict with a teacher or paraeducator, never talk about that
conflict with another colleague. If you can’t resolve the conflict with the teacher or paraeducator, discuss
it with your supervisor.

 Be open to working with new students, new teachers, and new paraeducators. Our jobs may change at
a moment’s notice, and we have to be flexible and willing to adapt to the changes.

 Only allow communication with a parent to occur between the parent and teacher, unless otherwise di-
rected by an administrator. Sometimes PCAs get drawn into situations with parents, but parent commu-
nication should be the responsibility of the teacher.

 Collaboration is a two-way street. While it is important to learn from others, don’t shy away from having
a voice in the classroom. Sometimes you may have a suggestion that will improve the success for the
student.

 Be a lifelong learner. In order to do your job and do it well, you may need to learn all you can about how
to support students with disabilities. Read books, take on-line courses, talk to others, etc.

ACCESS CORNER

Not every PCA completes ACCESS logs, but if you do, here are some pointers…

 Check out the IEP, or ask the teacher to share the related services page
with you, to double check the number of minutes per day or week your
student receives PCA services. Your logs can’t exceed this number.

 Make sure your logs are signed by YOU and the SUPERVISING TEACHER.

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https://pattan.framewelder.com/ Westmoreland Intermediate Unit

Face-To Face Professional Development for Dr. Jason Conway,
PCAs Executive Director

Understanding Autism Dr. Joseph Sciullo,
04/12/2018; 4:30 pm—6:30 pm; WIU Director of Student Services

PCAs should register at Questions???
http://bit.ly/PCA-AUTISM
Registration deadline is March 28, 2018 Contact Natalie Smith, Educational Consultant
[email protected]

PCA Issue 01—December / January 2017-2018

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