M O D U L E   G U I D E

D I R E C T I O N S

Use the guided notes throughout the PowerPoint presentations. By the end of this module, you will be able to identify what motivates your paraprofessionals and potential reinforcers. In addition, you will be able to identify current problem behavior as well as potential target behaviors you would like paraprofessionals to engage in within your classroom.

​You will be able to define antecedent strategies to prevent problem behavior from occurring, learn tips for teaching paraprofessionals new skills, and write goals for para management in the future. Lastly, the guided notes include a fidelity checklist to help you implement strategies learned through this module. 

W A T C H   P P T S

Each narrated PPT is less than 20 minutes. Make sure to download your Guided Notes. Materials available for download can be found, here.

V I E W   C L I P S

These clips are from the teacher, administration, and paraprofessional perspectives. ​
​Please choose at least 4 videos.

R E A D   A R T I C L E S   A N D   E X P L O R E   R E S O U R C E S

Choose at least 4 articles or resources
6 Steps for Developing Strong Relationships
Tips for New Teachers Working with Paras
10 Things Paras Wish You Knew!
Building a Para Matrix
Guide for Working with Paraprofessionals
Communicating Behavior Plans

A C A D E M I C   R E S O U R C E S

​If you have access to academic journals through your previous university program or school district, here are some additional suggested readings:
  • Specific strategies to help when working with paraprofessionals:
    Stockall, N. (2014). When an aid really becomes and aid. TEACHING Exceptional Children, 46, 6, 197-205.
  • Empowering paraprofessionals:
    Keller, C., Bucholz, J., & Brady, M. (2007). Empowering paraprofessionals to teach learning strategies. TEACHING Exceptional Children, 39, 3, 18-23.
  • Systematic supports: 
    Carnahan, C., Williamson, P., Clarke, L., & Sorenson, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. TEACHING Exceptional Children, 41, 5, 34-43. 

Reflect
Complete fidelity checklist and reflection section of the guided notes and email to Dr. Carly Roberts at carober1@uw.edu.
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