Fostering Independence
This condition occurs when a student learns to act helpless even when they have the power to change their circumstances.
What is Learned Helplessness?
What is the first goal of restorative practices in schools?
What is to repair relationships and rebuild trust?
What is one example of a proactive behavior support?
What is offering a break or fidget before escalation?
What does BIP stand for?
Behavior Intervention Plan
What information is given when calling for assistance with behavior?
What is behavior support and to what location?
The ultimate goal when providing support to a student should always be to do this.
What is teaching skills so the student can do things independently?
What simple tool can a para use to start a restorative conversation?
What is asking, “What happened?” and “Who was affected?”
What role do coping tools play in behavior support?
What is helping students regulate emotions before behaviors escalate?
What is a primary goal of a BIP?
What is to reduce challenging behavior and teach replacement behaviors?
What’s an example of in-the-moment communication?
What is telling the case manager when a student elopes, is unsafe, or uncontrollable?
What is one way a para can support a student without doing the task for them?
What is providing a visual or verbal prompt?
What does a restorative circle promote among students?
What is community, shared responsibility, and empathy?
Why is consistency important when using behavior supports?
What is it helps students know what to expect and builds trust?
What type of information is typically included in a BIP?
What is triggers, behaviors, consequences, and support strategies?
Why should paras avoid saying “I didn’t want to bother you…” when reporting behaviors?
What is all data matters, and the team needs accurate info to support the student?
What tool can you use to help a student follow a routine independently?
What is a visual schedule?
How does restorative justice differ from traditional punishment?
What is it focuses on reflection and restoration rather than consequences alone?
What is a way paras can track the success of behavior supports?
What is collecting observational data or using checklists?
What should a para do if a behavior listed in the BIP occurs?
What is follow the plan, document the behavior, and inform the team if necessary?
What are two things you should include in an end-of-day behavior summary?
What is what happened, how the student responded, and what strategies were used?
What is a key mindset shift paras must adopt to promote independence in students?
What is moving from doing for the student to doing with or coaching the student?
When should a para recommend a restorative intervention to the team?
What is when a behavior has harmed relationships or disrupted the classroom community?
What should a para do if a behavior support isn’t working as expected?
What is communicate the data with the team to adjust or review the strategy?
How does understanding the function of behavior help a para implement the BIP?
What is it helps them respond with the correct support and avoid reinforcing the behavior?
How can paras help ensure consistent communication among the team?
What is using logs, attending check-ins, and following behavior reporting protocols?