Levels of Support/

Levels of Prompting
Paraeducator Training Series
AIU 3
adapted from Lifelines, LRConsulting, Katy, TX
Local Policy

Your local school district, IU, preschool or

employing agencys policies regarding
paraeducator job descriptions, duties, and
responsibilities provide the final word!
Agenda

Define student independence

Share strategies to build independence

The
Natural Cycle of Behavior:
Case scenarios
Learner Outcomes

Participants will:
Identify instructional concepts (cues/prompts,
modeling, shaping, wait time, use of reinforcers,
and fading of support).
Apply these instructional concepts to scenarios
as strategies to teach independence.
Apply strategies to instruction.
 Student Independence

What is it?
Why build it?
What does it look like?
What is my role in building student
independence?
Our Goal

Ourgoal as paraeducators is to help

students with disabilities become as
independent as possible throughout the
school, home, and community.
Student Independence
What is it?
Freedom from the influence or control of others
Completing a task without undo assistance

Using resources to meet your personal needs

Self-help (a.k.a. Self-advocating)

Making appropriate choices and decisions

Being able to say, I can do it myself!

Student Independence

What is it?
Students
need a supportive environment to function
successfully in schooland later in the
workplace. A supportive environment enables
them to capitalize on their strengths and
minimize or cope effectively with their
weaknesses (Larkin, 2001)
Student Independence

What is it?
Builds self-esteem
Motivates a student to achieve

Gives student a sense of purpose

Social acceptance

Reduces stereotypic labels

Allows teachers to focus on instruction

Student Independence
What does it look like?
Use of a planner to write down assignments
Use of magnification software to read a text

Using a joystick to manipulate a computer

Use of pictures to guide task completion

Use of an orthopedic device for walking

Taking the elevator rather than the stairs

Tying ones own shoes

Student Independence
What is my role in building
student independence?
Build your knowledge about strategies
Help only when they cannot do it themselves

Teach independence

Offer support, as needed

Build independence throughout the day

Scaffolding Instruction
Scaffolding Instruction

Defined

Scaffolded instruction is the systematic

sequencing of prompted content, materials,
tasks, and teacher and peer support to optimize
learning.
(Dickson, Chard, & Simmons, 1993, p. 12)
Scaffolding Instruction

Essential Features
Interaction takes place in a collaborative
environment and honors the childs intentions
Expectations are developmentally appropriate
Support is gradually withdrawn as skills are
gained
The child internalizes the knowledge and
becomes independent
Scaffolding Instruction
Guidelines for Implementation
Identify what the student already knows
Begin with what the student CAN do

Help students achieve success quickly

Help students to be like everyone else

Know when its time to stop

Help students be independent when they have

command of the activity
Our Goal

Ourgoal as paraeducators is to help

students with disabilities become as
independent as possible throughout the
school, home, and community.
Strategies to Build
Independence
Cues/Prompts
Modeling
Shaping
WaitTime
Fading
Reinforcers
Strategies to build
independence
Cues/Prompts
Verbal or nonverbal signals that indicate what action is
necessary

Example:
Do you remember the 9/10 strategy
we learned yesterday?
Strategies to build
independence
Modeling
To demonstrate a behavior or completion of a
task for the learner
Example:
25 50 75 $1.00
Strategies to build
independence
Shaping
To teach a behavior or task by providing cues,
models, and consequences for steps
demonstrated gradually until the final behavior
or task is learned
Example:

Wider-lined paper Narrower-lined paper

Strategies to build
independence
Wait Time
The amount of time given to the student to respond to
a question or complete a task

Example:
Question (wait 20 seconds)
No response? Rephrase the question.
Strategies to build
independence

Fading
A gradual reduction of cues/prompts and extrinsic
(outside) reinforcers as the student demonstrates
desired behavior or task
Example
Strategies to build
independence
Reinforcers
Any action or event that increases the likelihood that
a behavior will occur
Positive Reinforcer
Adding something desirable
Example: You have earned extra free time!
Negative Reinforcer
Taking away an aversive
Example: You only have to finish the first half of the
worksheet
Strategies to build
independence
Reinforcers
Reinforcers that occur naturally

Example: David follows directions to silently read a

story. He participates in class discussion. When the
next story is assigned, David eagerly opens his book
and reads.
Strategies to build
independence
Reinforcers
Reinforcers that are contrived (not naturally
occurring) and are intentionally provided to
increase the behavior or to ensure task completion

Example: Accelerated Reader

Videogames (Score!)
Popcorn Party for good behavior
Making Connections to the
Classroom
Making Connections to the
Classroom Activity

Directions:
With a partner, read the scenarios and
determine which type of support has been
offered to the student. Check the column of the
appropriate strategy. I will model one for you!
Making Connections to the
Classroom Activity: I do!

Math is scheduled after language. Lisa has

finished her language arts assignments and
is sitting at her desk. The paraeducator
points to a schedule taped to Lisas desk to
indicate that it is 10:00 and time for math.
Lisa takes out her math book, waiting for
the teacher to begin the math lesson.
Making Connections to the
Classroom Activity: We do!
While accompanying the class to McDonalds,
Lisa selects the items to order, places her
order, pays and checks her change. The
clerk smiles and thanks her for eating at
McDonalds. Lisa joins the paraeducator and
other class members to eat her lunch. Lisa is
excited about the possibility of coming back
to McDonalds again.
Making Connections to the
Classroom Activity: We do!
While accompanying the class to McDonalds,
Lisa selects the items to order, places her
order, pays and checks her change. The
clerk smiles and thanks her for eating at
McDonalds. Lisa joins the paraeducator
and other class members to eat her lunch.
Lisa is excited about the possibility of
coming back to McDonalds again.
Making Connections to the
Classroom Activity: You do!

Complete the following 5 scenarios with

your partner and check the column
showing the strategy used.
The Natural Cycle
of Behavior
The Natural Cycle of Behavior

Natural or Imposed Cue

Behavior or Action

Reinforcer

Independence
Natural or Imposed Cue: The Natural Cycle of Behavior
Strategy for Independence
Expected Behavior:

Does the Student

perform the skill
correctly? No

Reinforcer

Student connecting the natural

or imposed cue, behavior, and
reinforcer?
No

Student demonstrates behavior 1998 LRConsulting

independently
Strategies to build
independence

The Natural Cue

-- Its raining outside

Strategies to build
independence

The Imposed Cue

Questions
Options

Auditory Cue

Visual Cue

Tactile Cue
 Natural Cue: The Natural Cycle of Behavior
Its Raining Outside

Student will take an umbrella

Cues/Prompts
when going outside.
Draw attention to the natural
cues/prompts in some way.
Does the student
perform the skill
correctly? Ask a question about
No
necessary action.

Reinforcer:
Give an option.
Student Stays Dry
Tell the student what action
to take.
Student connecting the natural
cue, behavior, and intrinsic Physically guide the student
reinforcer?
No through the process.

Student demonstrates behavior

independently 1998 LRConsulting
 Natural Cue: The Natural Cycle of Behavior
Its Raining Outside

Student will take an umbrella Modeling

when going outside.

Point out someone who is

Does the Student
perform the skill doing the behavior correctly.
correctly? No

Demonstrate the action that

Reinforcer: needs to be taken.
Student Stays Dry

Student connecting the natural

cue, behavior, and reinforcer?

No

Student demonstrates behavior

independently
 Natural Cue: The Natural Cycle of Behavior
Its Raining Outside

Student will take an umbrella

Shaping
when going outside.

Break the task/behavior into

Does the Student
perform the skill
smaller steps
correctly? No
Model steps
Reinforcer:
Student Stays Dry
Have student complete initial
or final step
Student connecting the natural
cue, behavior, and reinforcer?
Gradually add steps for
No
student to complete
Student demonstrates behavior
independently
 Natural Cue: The Natural Cycle of Behavior
Its Raining Outside

Student will take an umbrella

when going outside. Wait Time
After questioning/modeling,
Does the Student
perform the skill
paraeducator allows
correctly? No adequate time for the
student to respond.
Reinforcer:
Student Stays Dry

Student connecting the natural

cue, behavior, and reinforcer?

No

Student demonstrates behavior

independently
Instrinsic & Extrinsic
Reinforcers

Draw attention to the natural

consequences of performing the behavior
Ask a question about what natural
consequences resulted from performing
the behavior
Connect the behavior to a reinforcer
The Natural Cycle
of Behavior

ACTIVITY
 Natural Cue: The Natural Cycle of Behavior
Its 10:00 Math Time

Student will take out math book Cues/Prompts

and prepare for the lesson
Draw attention to the natural
Does the Student
cues/prompts in some way.
perform the skill
correctly? No Ask a question about
necessary action.
Reinforcer: Give an option.
Student participates in math lesson
Tell the student what action
to take.
Student connecting the natural
cue, behavior, and reinforcer? Physically guide the student
No through the process.
Student demonstrates behavior
independently
 Natural Cue: The Natural Cycle of Behavior
Its 10:00 Math Time

Student will take out math book

and prepare for the lesson
Does the Student
perform the skill
correctly?
Reinforcer:
Student participates in math lesson
Modeling
Point out someone who is
doing the behavior correctly.
No
Demonstrate the action that
needs to be taken.

Student connecting the natural

cue, behavior, and reinforcer?

No

Student demonstrates behavior

independently
 Natural Cue: The Natural Cycle of Behavior
Its 10:00 Math Time

Student will take out math book Shaping

and prepare for the lesson

Break the task/behavior into

Does the Student
perform the skill smaller steps
correctly? No

Model steps
Reinforcer:
Student participates in math lesson
Have student complete initial
or final step
Student connecting the natural
cue, behavior, and reinforcer?

No Gradually add steps for

student to complete
Student demonstrates behavior
independently
 Natural Cue: The Natural Cycle of Behavior
Its 10:00 Math Time

Student will take out math book

and prepare for the lesson
Wait Time
Does the Student After questioning/modeling,
perform the skill
correctly?
paraeducator allows
No
adequate time for the
student to respond.
Reinforcer:
Student participates in math lesson

Student connecting the natural

cue, behavior, and reinforcer?

No

Student demonstrates behavior

independently
 Natural Cue: The Natural Cycle of Behavior
Its 10:00 Math Time

Student will take out math book

and prepare for the lesson
Does the Student
perform the skill
correctly?
Reinforcer:
Student participates in math lesson
Student connecting the natural
cue, behavior, and reinforcer?
Intrinsic Reinforcers
Draw attention to the natural
consequences of performing
the behavior
No
Ask a question about what
natural consequences
resulted from performing the
behavior
Connect the behavior to a
reinforcer
No

Student demonstrates behavior

independently
Works for Me!
Think of a student with whom you work
Think of a time in the day that is a challenge due to
lack of independence in the student
Consider the Natural Cycle of Behavior and
determine how you can build student independence
Consider which strategy you will use
Complete the blank form based on your case
scenario
Works for Me!

With a partner, share a way in which you could

use the information learned today
Consider:
The Strategies for Independence
The Natural Cycle of Behavior
Scaffolding your level of support
Learner Outcome

Participants will:
Identify instructional concepts (cues/prompts,
modeling, shaping, wait time, use of reinforcers,
and fading of support).
Apply these instructional concepts to scenarios
as strategies to teach independence.
Apply strategies to instruction.
References
Lifelines, LRConsulting, Katy, TX. Further information is available at
www.lrconsulting.com.

Larkin, M. J., (2001). Providing support for student independence through

scaffolded instruction. Teaching Exceptional Children, 34, (1). p. 30.

Fostering Student Independence: How to Develop a Needs Assessment and

Fade Plan presented at the Council for Exceptional Children, April 7, 2005
by Janet Hull, Anne Arundel County Public Schools.

Dickson, S. V., chard, D. J., & Simmons, D. C. (1993). An integrated

reading/writing curriculum: A focus on scaffolding. LD Forum, 18(4), 12-16.

Beed, P., Hawkins, E., & Roller, C., (1991). Moving learners toward
independence: The power of scaffolded instruction. The Reading Teacher
(44) 9, p. 648-655.