Paraprofessional Behavior
Module
Arkansas Department of Education
Special Education Unit
1
Behavior Module Goals
1.
2.
3.
Paraprofessionals will have a basic
understanding of what it means to function as
part of a behavior team.
Paraprofessionals will have a basic
understanding of how to assist the supervising
teacher in promoting and responding to
student behaviors.
Paraprofessionals will understand the
importance of collecting and using data to
support behavior change in students.
2
Competency One
A basic understanding of the
purpose of behavior programs and
the philosophical basis underlying
the selection of the strategies and
techniques that the supervising
teacher may employ.
3
Your Role

As a hands-on caregiver of people with
special needs or challenging behaviors, you
have a unique and important role in their
lives.
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Positive interactions with the people you care
for will help them have a better quality of life
and better behavior and will ultimately make
the time you spend with them more
enjoyable.
4
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Specialized knowledge and strategies are
needed to help people with special needs or
challenging behaviors learn to cooperate.
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The strategies we will learn may be similar to
or different from those you are familiar with
or which you use in your own family.

Either way, you will be able to master these
basic “tools” to enhance the lives of others
and add to your “tool box” of skills.
5
The Importance of a
Common Philosophy

Helps to avoid misunderstandings

Ensures that both the supervising
teacher and paraprofessional approach
student behavior in a consistent and
appropriate manner
6
Competency Two
Paraprofessionals will understand
their role and the role of the
supervision teacher in responding
to student behavior and in the
implementation of behavior plans.
7
Roles of Supervising Teachers
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Creating a positive learning environment
Establishing classroom rules and procedures
Determining positive and negative
consequences
Writing Behavior Plans
Ensuring appropriate implementation of
Behavior Plans
Making major decisions regarding the
direction of behavior management
8
Roles of Paraprofessionals

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Assisting the supervising teacher in
 creating a positive learning environment
 observing, recording, and charting behavior
 implementing Behavior Plans
 crisis intervention
 supervising students’ behavior during free play or class
activities
 reinforcing appropriate behavior and skills
Demonstrating and/or modeling appropriate behavior
 personal hygiene
 appropriate conversation and language skills
 manners
Coaching/cueing appropriate behavior
9
Competency Three
Paraprofessionals will
understand variables which
contribute to student
misbehavior.
10
So what is Behavior?
"Behavior is any directly
measurable thing an
individual does."
11
So what is Behavior?
Things a skeleton can do
(NOT Behavior)!
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It can not run
It can not “Be Quiet”
It can not “Be Good”
It can not stay out of
trouble
It does not hit
Things a person can do
(Behavior)!
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She can walk
She can whisper
She can raise her hand if
she has a question
She can follow directions
She can ask for
something she wants
One exception: Both can just lie there and do nothing…but for living people
that is STILL considered a behavior! 
12
What are some things you can
think of?
Things a skeleton can do
(NOT Behavior)!
Things a person can do
(Behavior)!
13
Dealing with Student Behavior
 Behavior
is complex.
 Behavior does not occur in
isolation.
 Environmental and intra-student
variables contribute to students’
behaviors (both positive and
negative).
14
Environmental Variables
School/Classroom environmental
factors
 Supervising teacher/Instructional
factors
 Curriculum factors
 Social factors
 Home/community factors

15
School/Classroom Factors

Professional development for staff

Inconsistent discipline programs and
philosophical differences

Bus ride (length, problems on bus carry
over to school, etc.)

Temperature of building/classrooms

School and staff to student ratio
16
School/Classroom Factors

Inadequate supervision of students within
all areas of school

Rules/expectations in class/building far
exceed skills of students to be successful

Insufficient school materials/resources

Classroom seating arrangements (too
close/near to peers, too far supervising
teacher, near window or distractions)
17
Supervising Teacher
Instructional Variables
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Supervising teacher expectations too
high/too low for student
Feedback to student not frequent enough
Rates of reinforcement too low for
student’s needs
Negative or less frequent feedback and
interaction from supervising teacher
18
Supervising Teacher
Instructional Variables
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Insufficient rehearsal time, direct
instruction time and guided practice time
Level of supervision (frequency/rate) too
low for student’s needs
Instructional strategies that do not take
into account student’s various/preferred
learning styles
19
Social Factors
Effective classroom management
strategies can create a positive
learning environment and will
contribute to the presence of
increased appropriate behavior.
20
Social Factors
The student’s peer group can
contribute in a positive or negative
manner.

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Do the peers support/reinforce appropriate
behavior?
Do the peers exert influence over
inappropriate behavior by teasing, taunting,
or instigating?
21
Home/Community Factors
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Level of supervision in the home
Values/expectations between home and school
Parents academic skills
Reinforcement of school-related
academic/behavior strategies in the home
Substance abuse in the home or community
Unmet needs of the child resulting in school
absences, tardiness, and the inability of
student to concentrate on school tasks
22
Child Variables
 Cognitive
factors
 Physical factors
 Emotional factors
 Academic Factors
 Motivational Factors
23
Cognitive Factors
 Memory
skills
 Length of attention span
 Language
 Self control
 Absence or presence of
prerequisite academic skills
24
Physical and Health Factors
Hearing, motor, vision
 Speech (articulation, voice)
 Stimulation or fatigue
 Side effects of medication
 Stages of maturation/development
 Health conditions
 Sensory problems

25
Emotional Factors
 Emotional
conditions
 Past/present history of abuse or
neglect
26
Academic Factors
 Student’s
level of academic
functioning
 Link between inappropriate
behavior and the difficulty of the
task
 Inappropriate behavior increases
with difficulty of instructional task
27
Motivational Factors
A
major factor in motivation is the
ability to predict success.
 You are more motivated to
attempt a task if you have reason
to believe you will be successful.
28
Competency Four
Paraprofessionals will be able to
identify the components and
understand the process and
importance of conducting an ABC
analysis of behavior.
29
Have you ever heard?...
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I’ve tried everything!
She should be placed somewhere else.
He just needs a good spanking.
Nothing works with this kid!
He does it ALL day.
It’s her home - what would you expect from her
family?
Nothing happened to set him off.
She could do better if she wanted to.
He acts just like his daddy.
We punish him, but it just doesn’t work.
You can’t predict her behavior…there is no reason
for it!
30
The basis of functional
assessment is the acceptance
that all behavior is a form of
communication and all
behavior serves a purpose.
31
The A-B-C’s of Behavior
The process of identifying
what is causing or maintaining
behavior.
32
“A” = Antecedent (or Triggers)
Antecedents are the things that happen
just before a behavior occurs.
Examples: time of day, who is present,
during what event/subject/task
Setting events: Happen further away in
time, but still contribute to the problem
behavior.
Examples: Lack of sleep, hunger,
medication, etc.
33
“B” = Behavior
 Behavior
= the observable
things people do
 It
can be described in concrete
terms.
34
“C” = Consequences
 Consequences
are what typically
happen after the behavior occurs
and indicate what maintains the
behavior.
 Things that happen after the
behavior.
35
By looking at what occurs as a
result of the behavior you are able
to make an hypothesis about what
is maintaining the behavior or what
function the behavior serving for
the student.
36
Function of Behavior
What is the student getting or
avoiding when they engage in a
specific behavior?
37
Typical Functions of Behavior

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Attention: Peer attention, adult attention
Escape: Get out of an activity or away
from other students/staff.
Sensory Stimulation: Self reinforcing
behaviors, such as thumb sucking,
rocking, flapping
Access to Materials or Activities:
Something tangible the student wants.
38
The A-B-C’s of Behavior
Activity
Antecedent
Behavior
Consequences
39
Situation #1
When the supervising teacher gives Joe a
math assignment, he begins to get
extremely disruptive, causing the
supervising teacher to tell him to go stand
in the hallway.
40
Antecedents
 What
are the antecedents?
 What happens right before Joe’s
behavior?
41
A-B-C’s
Antecedent
Behavior
Consequence
Math Assignment
42
Behavior
What behavior is the result of the
supervising teacher giving Joe a
math assignment?
43
A-B-C’s
Antecedent
Behavior
Consequence
Math Assignment Curses and Argues
44
Consequence
What is the consequence for Joe
engaging in disruptive behavior?
45
A-B-C’s
Antecedent
Behavior
Consequence
Math Assignment
Curses and Argues
Removed
46
What do we know?
What do we know about when Joe
curses?
 He curses when given math
assignments.
 What is Joe getting or avoiding by
cursing?
 Being removed to the hallway is
allowing him to avoid the math
assignment.

47
Did Joe get what he wanted?
48
If Joe got what he wanted….

Was that the supervising teacher’s
intent?

Is it possible that the supervising
teacher saw removing him as a
negative or punishing consequence?

Will Joe’s cursing behavior decrease
under these conditions?
49
For Joe the act of being sent out into
the hallway is a reward…
How do we know?…Joe’s behavior
doesn’t decrease (which is the
effect of punishment) but will
increase or stay the same (which is
the result of reinforcement).
(We will look at punishment and
reinforcement in more detail later.)
50
Group Activity: With a partner,
look at Activity Situation #2
Whenever the supervising teacher makes an
assignment, Trisha immediately puts her head
down on her desk. Seeing this, the supervising
teacher walks over to Trisha, leans down and
speaks kindly to Trisha saying she knows
Trisha can do the assignment if only she will try.
The supervising teacher normally spends at
least 2 minutes per assignment prompting
Trisha in this manner.
51
Activity Situation #2
Questions
 What
is the antecedent?
 What
is the behavior?
 What
is the consequence?
52
What do we know?
Trisha’s need for attention is greater than her
need for academic learning or success.
Presently the only time she gets the supervising
teacher’s total attention is for being helpless
and not working. If the supervising teacher
wants to increase the amount of work Trisha
does without assistance she needs to rearrange
the consequence. Trisha should get attention
when she is working, not when she is not
working.
53
Behavior Management:
The Underlying
Principles of Learning
Or
“Why They Do What They Do”
54
Competency Five
Paraprofessionals will be able to
verbalize the importance of being
proactive.
55
Remember
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They are children with developmental delays
and we must maximize our time to increase
their chances of success.
We need to balance the instruction and teach
the whole child.
Most of us draw on our own past experience
and childhood for our knowledge about
behavior and behavior management. We need
to put that aside and take a fresh look, based
on what science offers us.
56
All changes in behavior
that result from
experience = LEARNING
57
Competency Six
Paraprofessionals will be
able to identify the skills
required to assist the
teacher in promoting
positive behavior in the
school environment.
58
Competency Seven
Paraprofessionals will be able
to identify the skills needed to
prevent inappropriate behavior,
replace inappropriate behavior
with appropriate behaviors, and
respond appropriately to
escalating behavior.
59
Consequences
 Consequences
can make
behavior stronger (happen more)
or weaker (happen less) in the
future.
 Consequences can be “good”,
“bad” or “neutral”.
60
What Makes a Positive
Consequence Powerful?
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It should be something the student likes.
It should be something the student does not
always have access to.
It should be given immediately (or as quickly
as possible).
It should be worth it (size matters).
It should be something given get only after
the behavior is demonstrated.
61
Examples
– Time to talk, a
compliment, praise for good work
or appropriate behavior
 Things – Stickers, tokens, tickets
 Privileges – Outings, special
seating, first in line, extra time on
computer
 Social
62
Reinforcement
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Reinforcement is the most important
consequence.
Definition of Reinforcement: Any
consequence that increases the probability of
a behavior occurring again.
What is reinforcing to one is not
necessarily to another.
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Listening to a type of music.
Playing football
Entertaining a group
63
Reinforcement occurs when we
increase the probability that a
behavior will happen again.
64
Using Reinforcement
What you do…
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Tell them what behavior you liked.
Give a positive consequence that is “worth it”.
Give it within 3 seconds.
“Mean it”. (Not sarcastic!)
Stay cool. (Be relaxed)
65
When training a new behavior:
Timing of the reinforcement (needs to
be immediately after the behavior.)
 Continuous. Reinforce every single
time the behavior occurs (in the
beginning – you can space it out
more later.)
 What we use as a positive
reinforcement must be reinforcing.
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66
Using Positive Feedback (Praise)
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Be specific about the behavior
Comments should focus on what the student did RIGHT
State EXACTLY what part of the behavior is acceptable
Clearly communicate what behavior meets with
approval
Give praise as soon after behavior as possible
Vary your phrases
Do not use praise too frequently or without reason
Be sincere and genuine
Be consistent and work at being seen as “fair”
Use language that is developmentally appropriate
67
Using Ignoring
Do NOT ignore:
 Physical danger to a child or adult
 Severe disruptions in the classroom
 Violations of classroom rules or
school policy
 If students are providing attention that
is maintaining the behavior
68
Non-Verbal Praise
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Nods
Smiles
“Thumbs up” sign
Pat on the back
“High five”
Administer as soon as possible
following the appropriate behavior.
69
Rules and Instructions as a Means of
Increasing Positive Behaviors
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Provide a guideline for what behaviors are
appropriate.
Clearly stated instructions or posted rules
enhance communication about expected
behavior.
Can be used with other strategies such as
positive feedback.
Restating the rules or instructions right before
an activity will remind or cue the students
about what is expected.
70
Strengthen Relationships
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Invest time. Get to know the students.
A positive relationship sets the ground
work for all other strategies.
Students are more likely to listen and
respond to rules and requests if they
know their interactions with the
paraprofessional or teacher will be
positive.
71
Ways to Be Positive
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Show students that they are important
 Learn their names
 Actively listen to them
 Remember things said by them
Praise ongoing use of appropriate behaviors
Show interest in helping students
Explain reasons for having rules
Encourage students to participate in activities
72
More Ways to Be Positive
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Students respond better to adults
who take a personal interest in them.
Develop positive relationships with all
students
The ratio of positive to negative
experiences for students should be
about 5 positives for every negative.
73
Provide Cues to Students
Nonverbal Cues:
 Eye contact
 Physical gestures (raising your hand
in silence)
 Tapping or snapping your fingers
 Coughing or clearing your throat
 Facial expressions (smile)
 Body postures (tilting your head)
74
Cues
Formal cues require training (usually
during the first week of school).
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Dimming or shutting off lights as a signal to
be silent. Turning the lights off as a signal to
be quiet
Ringing bells to signal time to change classes
Using a timer to signal that work time is
finished
Verbally reminding the class of the
procedures to follow.
75
Proximity Control
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Moving around the room helps students stay
on task because of your “proximity” to them.
Standing near a student who is not working
can “cue” them to return to task.
It can help maintain classroom management
without interrupting the lesson or flow of the
activity.
Be mindful to not reinforce the inappropriate
behavior by giving the desired attention to the
student.
76
Ways to Help Students “Want to…”
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Relate the material to their life
experiences
Demonstrate an active interest in that
child
Demonstrate an active interest in the
child’s activity or work
Use words and body language that
support and give positive feedback to
the student
77
Help Students Get Back on Task
Prompt the student to solve the
problem by giving positive “you can”
statements
 Review the directions
 Provide another example or
demonstrate
 Supply one correct answer as a
model (not on tests).
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78
Other Considerations
Behavior Management is an opportunity for
Teaching, not an opportunity for Punishment.
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Consider the impact on the students’ best interests.
Avoid embarrassing students.
Suggestions should be constructive.
Constructive suggestions should occur in private.
Never engage in a power struggle. Strive for win/win.
Thank students when they are trying to improve.
DO NOT touch a student when he or she is upset.
Keep teachers informed.
Documentation should be objective and free of emotion.
79
Behavior Management Plans
Are written documents that
 Describe the behavior to be changed
 Describe strategies or interventions regarding the
target behavior
 Include a recording system
 Are developed by the teacher or school team
 Sometimes include paraprofessional’s input
 Assist the teacher and paraprofessional to proactively
and effectively deal with behavior
 Communicate behavioral expectations and
consequences for achieving the goal
 Help paraprofessionals and teachers remain consistent
80
Situation 3
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Students in Ms. Smith’s 7th grade language
arts class frequently ask questions during
independent seat work without waiting their
turn or raising their hands. More than one
student is often speaking at once and
students yell the teacher’s name to get help.
For three days, Ms. Smith’s and her
paraprofessional counted and recorded the
number of times students asked for
assistance without raising their hands.
81
Situation 3 cont.
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For the three day period, the average
number of times students yelled out was
15 times per class. Hands were raised
only an average of 5 times.
The teacher has decided that this is
disruptive and that the first step in
dealing with the problem is to create a
plan which will increase the number of
times that students raise their hands to
request assistance.
82
Sample Behavior Management Plan
• Date of Plan: January 26, 2003
• Class: 7th Grade Language Arts
• Period: 5th, 11:20 a.m. – 12:10 p.m.
• Starting Date: February 1, 2003
• Ending Date: February 5, 2003
• Objective:
– Students in the class will increase the number of
times they raise their hands to indicate that they
need assistance during independent seat work to at
least 20 times per 50 minute class period.
83
• Target Behavior:
– Raising hand before requesting assistance.
• Activities:
– At the beginning of class on Monday the teacher will
remind students that the teacher and
paraprofessional will no longer provide assistance
during seatwork unless students have first raised
their hand to signal that they need help.
– Watch all students for the target behavior (who
raise their hand before requesting assistance and
how often.)
84
– Record the behavior on the tally sheet attached
below.
– Acknowledge that you’ve seen their hand raised.
– When a student raises his/her hand, call on him/her
as soon as possible.
– Thank them for raising their hand and provide praise.
– Provide assistance.
– Ignore those students who call out without raising
85
their hands.
• Reinforcement Procedures:
– The teacher will use verbal praise immediately
following hand raising.
– When students ask questions without raising their
hand or waiting to be acknowledged they will be
ignored.
• Materials Needed:
– Class Performance Chart with student names and
target behavior.
• Recording Procedures:
– Using the tally sheet below, record the number of
times that students raise their hands to request
assistance during language arts class.
86
Class Performance Chart
Student
Monday Tues.
Wed.
Thurs.
Friday
Total:
Total:
Total:
Total:
Alice
Doug
Louie
Martin
Mary
Michael
Penny
Sue
Total:
87
Place a mark in the appropriate box for each time a student raises hand to indicate they need
assistance. Repeat recording each day for one week.
Summary of Guidelines Regarding
Paraprofessionals’ Responsibilities
Regarding Behavior Plans
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Remember: The primary concerns are to provide the
BEST educational opportunities for students and teach
them new skills.
The teacher provides the plan or approach.
Any behavior concerns outside the plan will be referred
to the teacher.
CONSISTENCY in following the strategies is critical.
It is also important to systematically gather information
about behavior in order to plan and develop effective
strategies for teaching positive behaviors.
88
Prevention Is Good,
But What Do You
Do When The Behavior
Occurs?
Source: Willis, T., 1998
89
Traditional Reactions
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Punishment by delivery – Type 1
Punishment by withdrawal – Type 2
Natural Consequences
Logical Consequences
Does this really move the student forward or
move them to the next stage of failure?
90
Reasons for Avoiding
Traditional Consequences
Punishment / discipline
 Legal and administrative reasons
 Danger of elicited aggression
 Danger of “thoughtful” aggression
 Lack of social validity
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91
Facilitative Strategies

Are designed to help the person solve
the problem and regain control.
 Active Listening - Reflects the
Message:
 You seem to be upset
 You want to leave.
 You don’t like …
 Your ____ seems to be hurting you.
92
Redirection and Instructional
Control
Redirect to competing activities
 Run an errand
 Ask entire class to name three favorite
things and call on student with the
problem first
 Ask entire class to stand up and take a
deep breath.
 “Check this and see if it’s ok.”

93
Other Things to Do
Show respect.
 Use patience.
 Keep your word.
 If you make a mistake – own it and
apologize.
 Strive for positive interactions.
 Take a little time to listen.

94
Observing & Recording
Student Performance
95
Competency Eight
Paraprofessionals should be able to:
1. Define behavior in observable, measurable terms.
2. Use systematic procedures for observing and
recording behavior, including:
- frequency
- anecdotal records
- duration
- interval recording
- time sampling
3. Chart results of behavior observation using graphs.
96
Purposes of Data Collection &
Behavior Observation
Supporting classroom instruction
 Providing feedback and reinforcement
to students
 Summarizing and reporting student
progress
 Supporting diagnosis and verification
of disabilities
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97
Observation techniques used
must…
Contain enough information to be
useful,
but
 Not be so complicated that it
interferes with the observation.

98
Observable &
Measurable Behaviors
99
Observable Behavior
Noted through one of the senses
 Usually described by action words
 Does not include feelings or
intentions which are inferred from
other behaviors such as
- aggressive
- excited
- angry
- lazy
- happy
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100
Measurable Behavior
Must first be observable
 Must be able to clearly determine
whether the behavior is occurring
 Must be able to count the
occurrences of the behavior and/or
time the duration of the behavior
 Must be able to tell when the behavior
begins and ends

101
Examples
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Bobby talks to other students when the
teacher is instructing the class.
This is both observable and measurable.
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Hear and see Bobby talking
Can count the number of times Bobby talks or time
the length that he spends talking
Bobby has a poor attitude toward school.

Not possible to determine exactly what Bobby is
thinking
102
Observable and Measurable Behavior
Activity
Check if the behavior described is both observable and
measurable.
_____ 1. Will is not in his assigned seat.
_____ 2. Jim does not understand a concept presented
by the teacher.
_____ 3.
Laura dislikes the other students in her group.
_____ 4.
Deb correctly completed ten math problems.
_____ 5.
Liz taps her pencil on the desk.
_____ 6.
David checked out five books from the library.
_____ 7.
Sue asks the teacher to repeat instructions.
_____ 8.
Vicki sucks her thumb during nap time.
_____ 9.
Barbara speaks without permission.
_____ 10. Toni raises her hand to ask for help.
_____ 11. Donna enjoys reading.
_____ 12. Josie cries when she is in the cafeteria.
_____ 13. Jon is lazy.
_____ 14. Janet doesn’t like to work with the other
students in her classroom.
_____ 15. Ken is angry.
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Observation Techniques
105
Observation Techniques
 Frequency
 Duration
 Interval
recording
 Time sampling
 Anecdotal records
106
The supervising teacher….
Identifies and defines the behavior to
be observed
 Determines where the observation
takes place
 Determines when the observation will
take place
 Determines the observation technique
to be used

107
Frequency
A record of the number of times a
specific behavior occurs within a
specific time period
 Useful for recording behaviors

With a clear beginning and ending
 Of relatively short duration
 That tend to occur a number of times
during the specified time period

108
Frequency Components
A
specific time period
 A specific behavior
 A method for tallying the number
of events
109
Sample of Frequency Record Form
Student: Myron Johnson
Behavior: talk outs during science class
Date
3/8/03
Time
Tally of
Start / Stop Observations
1:30 1:40
xxxxx xxxxx
xxxxx
Total Count
15
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Frequency Count - Examples
Number of math problems completed
within 15 minutes
 Number of times a preschooler talks
to a peer
 Number of times student raises hand
during a 10-minute class discussion
 Number of times student asks for help

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Frequency count should NOT
be used for…

Behaviors occurring at a high rate
(ex. tapping pencil on desk)

Behaviors occurring for an extended
period of time (ex. student sucking
thumb)
112
Duration Recording

Used when we want to know how
long a behavior lasts
113
Duration - Examples
Crying/screaming
 How long a student takes to complete
a math assignment
 How long a student continuously taps
pencil on desk
 How long student takes to clean up
play/work area

114
Duration Components
Record the starting and ending time
of a behavior
 Compute the length of time the
behavior occurs
 Usually used to observe behaviors
which occur less frequently and
continue for a period of time

115
Duration Data Sheet
Student:
Behavior:
Date:
Start____________
___
End_____________
___
Start____________
___
End______________
___
Start__________
___
End___________
____
Start____________
___
End_____________
____
Start____________
____
End______________
____
Start__________
____
End___________
____
Start____________
____
End_____________
_____
Total Minutes
Duration
Start____________
_____
End______________
____
Start__________
____
End___________
____
Total Minutes
Observed
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Duration Activity – Joseph
Part I
Joseph, a student in the classroom in which you work, frequently taps his pencil for
extended periods of time. This behavior is distracting to everyone in the classroom, and
the teacher has asked you to take data to determine how long the pencil tapping episodes
are lasting. You observe Joseph for five days and obtain the following data.
Day 1:
Started
Ended
2:05
2:20
Total Time _________
Day 2:
Started
Ended
1:30
1:40
Total Time _________
Day 3:
Started
Ended
2:05
2:15
Total Time _________
Day 4:
Started
Ended
2:45
2:50
Total Time _________
Day 5:
Started
Ended
12:30
12:35
Total Time _________
Instructions:
1. Compute the length of time, in minutes, of each episode.
2. Record the information on the Duration Data form.
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DURATION DATA SHEET
Joseph – Part I
Student:
Behavior:
Day 1
Start Time ____________________
End Time______________________
Total Time ____________________
(# of minutes)
Day 2
Start Time _____________________
End Time_______________________
Total Time _____________________
(# of minutes)
Day 4
Start Time ____________________
End Time ______________________
Total Time _____________________
(# of minutes)
Day 5
Start Time _____________________
End Time _______________________
Total Time ______________________
(# of minutes)
Day 3
Start Time______________________
End Time _______________________
Total Time ______________________
(# of minutes)
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Anecdotal Notes

Anecdotal notes are written notes
describing events or incidents that
occur. These notes usually become
part of a student’s file.

Paraprofessional may be asked to
complete anecdotal report if an
incident occurs when they are with
student.
121
Anecdotal Records Might Be
Used to Document:
Significant event which occurs
unexpectedly or infrequently
 Settings or conditions in which the
behavior occurred
 Antecedents and consequences of
problem behavior
 Conversations with parents

122
Anecdotal Record Guidelines






Record the behavior immediately.
Use standardized anecdotal record form to make
sure all relevant information is included.
Record what is actually observed rather than
feelings or perceptions about the incident.
Use performance terms to describe the behavior.
Be careful about including information about
other students (by name) in the record.
Be aware that parents and other professionals
will have access to the record.
123
WHICH STATEMENTS ARE NONJUDGMENTAL?
1.
The principal did a good job separating the 5 th
graders who got into a fight during recess.
2.
The teacher
class period.
3.
The teacher was too easy on Joe.
4.
Dennis ate all of his lunch.
5.
Maggie slept 15 minutes during naptime.
6.
The
parents
unreasonable.
7.
The puppet activity was boring.
8.
Four students were in the bathroom smoking.
9.
Louie completed 17 out of 25 problems on the
math test.
10.
Sara ate three cookies during snack time.
asked
of
15
this
questions
child
during
are
the
totally
124
Anecdotal Records – What
should be included?








Name of the observer
Date of the incident
Time when incident occurred
Name of student involved
Description of the incident
Location/setting where the incident
occurred
Notes/recommendations/actions taken
Signature
125
Happy Days Elementary School
Anecdotal Recording Form
Observer_________________________ Observation Date_____________
Observation Time_____________
Student Name______________________________
Description of the incident:______________________________________
___________________________________________________________
___________________________________________________________
Description of the location/setting:_______________________________
___________________________________________________________
Notes/Recommendations/Actions:_________________________________
___________________________________________________________
_________________________________
Signature
126
Charting Student
Performance
127
Why Chart Behavior?
Makes it easier and quicker to review
data
 Easy to see changes in student
behavior or performance
 Beneficial in providing information
and feedback to students and parents

128
Walking Log
Day
1
2
3
4
5
# of Minutes Walked
8
10
13
12
17
129
Walking Log
18
16
# of Minutes Walked
14
12
10
8
6
4
2
0
1
2
3
4
Day
5
6
130
Charting Frequency Data Graphs
 Graphs have a vertical axis and a
horizontal axis
Vertical axis – record frequency of the
behavior observed
 Horizontal axis – indicates observation
period on which the frequency data was
recorded

131
35
25
20
15
10
Frequency Data
(Child Asking for Help)
Frequency
40
30
20
10
0
1
2
3
4
5
Day
132
12
12
8
6
3
Duration
Minutes
15
10
5
0
1
2
3
4
5
Day
133
Summary – Recording Data




Precisely describe behavior to be observed and
discuss examples with teacher before you
record.
Prepare recording technique ahead of time and
make sure you are familiar with the form and the
method for recording.
Carefully observe time limits and intervals used
in the recording.
Prepare so that you need to make the fewest
judgments while recording.
134
Method
Frequency
Duration
Interval Recording
Time Sampling (similar to interval
recording)
Anecdotal Records
Observational Techniques
Definition
A record of the number of times a
specific behavior occurs within a specific
time period. Frequency recording is
useful for behaviors with a clear
beginning & ending & are of relatively
short duration.
A record of the length of time from the
beginning to the end of a behavior, i.e.,
how long the behavior lasts. This method
is used for behaviors occurring less
frequently and for a longer time.
A technique that measures whether or
not a behavior occurs within a specific
time interval.
Behavior is recorded ONLY if it occurs
at the end of the specified time period.
Written notes describing/documenting
events/incidents that occur & usually
become part of a student’s file.
-
-
Examples of Behaviors
hitting
leaving seat
hand raises
# of math problems completed
crying episodes
how long student taps desk with
pencil
temper tantrums
-
toy throwing
smiling
socializing with other students
in/out of seat
on/off task
nail biting
participating in a game during
recess
-
Unexpected or infrequently
occurring significant events
Settings or conditions in which
behavior occurred
Antecedents and/or consequences
Conversation with parents
-
135
Competency Nine
Paraprofessionals will display an
understanding of the role of
confidentiality and how it relates
to behavior management and
discipline of students with
disabilities.
136
Confidentiality
All student information is confidential. This an
extremely important component of the law. There
are many Federal laws and state statutes that
protect the privacy of educational records. The
main Federal law pertaining to student records is
the Family Educational Rights and Privacy Act
(FERPA). Information or records falling under this
law must remain confidential. Significant penalties
can occur from failure to comply with the privacy
act.
137
Many school staff fail to realize that even
conversations with non-school personnel or school
personnel without an educational involvement with
a specific child can be a violation of this act.
Information and records covered under this act
may include, but are not limited to: personal and
family data evaluation and test data, psychological,
medical and anecdotal reports, records of school
achievement and progress reports, disability
information, and copies of correspondence
concerning students.
138
Discussing specific facts about the students with
which you work is a violation of the students’
confidentiality rights. Remember that matters
regarding students are confidential and cannot be
a topic of public discussion – not even in the
teacher’s lounge, not at the grocery store, not with
other paraprofessionals who do not work with the
student. Even if you do not mention a student’s
name, talking about an incident can give
identifiable information.
Provided by CEC
139