1. Fostering Independence: A Team Approach

2. Maximum independence High Support

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

4. Individual paraprofessionals are often assigned to individuals on the autism spectrum because of: social communication behavioral deficits

5. 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

6. 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

7. Every team member needs to be involved in planning and implementing the IEP

8. Team Responsibilities Define para’s role. Identify natural supports and existing staff supports Define how student can access general education curriculum (standards)

9. 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

10. 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.

11. academic assistance to an individual student can unintentionally foster dependence SO natural support and existing staff support should be used whenever possible to promote the least restrictive environment.

12. 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

13. Promoting Maximum Academic Independence

14. 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

15. 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:

16. 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

17. Ways to Foster Independence Physical structure Routines Communication Sensory supports Social supports Reducing dependence

18. Physical structure Designate safe place Daily schedule Assigned place for waiting and walking in line Designate time and place to turn in assignments

19. Routines Predictable routine Teach surprises in schedule Use visual reminders

20. Communication Avoid metaphors and similes Don’t force eye contact Allow processing time Keep it short and simple (KISS)

21. Sensory supports Provide tactile input Provide fidget toys Movement seeking activities Use noise blockers Avoid olfactory detractions

22. Social supports Social stories Circle of friends Visual signals Peer buddies

23. Reducing dependence Paras job share Retractable leash, not Velcro Para helps all students Reference booklet

24. 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