Introduction:
In this case, I assume the role of an Educational Assistant (EA) in grade four, working with a pupil, Kristina, who is ten years old. Kristina is not on an IEP and does not have any disorder diagnosed, but she has difficulty remembering what to do, incomplete work activities, or finding school supplies. Realizing her struggles, Kristina admits that she feels depressed and despair. Observing the ADHD suspicion, teachers plan to monitor Kristina’s behavior before a formal diagnosis. Based on findings from the literature, this paper describes the role of EA in behavior management and suggests evidence-based approaches for Kristina’s problem resolution.
Role of the EA:
In this case, as an EA, my role will be to observe Kristina’s behavior and record it to provide critical qualitative and quantitative dimensions of analysis. In my role, I am tasked with documenting precise aspects that Kristina demonstrated regarding action, reaction, and interactions as observed within the class. Even though I do not diagnose or develop behavior management plans, my observations can be used in implementing and evaluating the efficiency of any presented to Kristina. Causton and MacLeod (2021) stress that the work of an EA necessitates providing critical knowledge and guidance, specifically when it comes to observation or data collection, two elements without which inclusive class settings cannot be realized.
Observation and Documentation:
The systematic approach to profiling Kristina’s behavior in this capacity includes quantitative and qualitative data. Quantitatively, I will carefully document the proportion of missing tasks, incidences in which it was difficult to find school supplies, and how often my mother assisted. I will detail Kristina’s experience qualitatively, noting her facial expressions, tone of voice, and physical behavior within challenging situations. This two-pronged approach seeks to help understand her battles holistically, offering structured options for intervention and individualized support based on her needs.
Strategies to Support Kristina:
Clear Communication and Simplified Instructions:
According to the strategy of clear communication and simplified instructions for Kristina, I understand that people with ADHD tend to face many challenges in processing complex information effectively. Being mindful of the individual approach, I use concise and informal language to describe tasks in steps. Kristina offers a strategic simplification to reduce her cognitive burden and provide a more straightforward approach for cognition with an increased likelihood of task performance. This model is ideally suited to the image Causton and MacLeod (2021) presented. The handbook focuses on the importance of critical communication, particularly for students with disabilities. The importance of clarity and simplicity in helping to develop a fertile, tolerant culture is stressed. Applying these principles facilitates a customized communication method; thus, Kristina can receive information tailored to her cognitive capacity, making for more accessible and enjoyable learning.
Structured Environment and Visual Supports:
A structured environment, as well as visual supports, are one of the major strategies to help Kristina learn. Although Causton-Theoharis (2009) developed the principles of UDL, implementation in a classroom requires collaboration with a class teacher to ensure an organized learning environment. With the help of visual aids like charts and schedules, it becomes easier for Kristina to grasp her daily activities and expectations. For people who have ADHD, keeping focused and organized can be a challenge; an orderly environment with visual cues supplies the needed ingredients of clarity and predictability (Transcona-Springfield, n.d.). These supports act not only as anchors for Kristina, relieving anxiety and confusion, but also add to an inclusive educational setting that is aware of various learning needs. This strategy incorporates UDL principles and visual supports, thus ensuring that Kristina feels safe in her environment and can move across this landscape more conveniently.
Regular Check-ins and Positive Reinforcement:
The strategy of regular check-ins and positive reinforcement is meant to sustain support for Kristina’s academic excursion. In setting a pattern of frequent follow-ups, I will determine the depth of her understanding through tasks and address any issues she might have while recognizing how much work is put into achieving specific results. Such an approach is based on the fact that frequent check-ins and positive reinforcement play a significant role in Kristina’s confidence, motivation, and success.
Organizational challenges students like Kristina do well with the comfort of a familiar routine. Positive reinforcement of completed assignments or demonstrated attempts acknowledges her performance and fosters a positive learning environment. This approach conforms with the fundamental principles of successful behavior support focused on building a positive and encouraging climate for students with different needs (Lee, 2019). The goal is to support Kristina’s academic and emotional progress within the inclusive classroom through frequent check-ins and regular positive reinforcement.
Collaboration with Classroom and Resource Teachers:
Active collaboration between the classroom and resource teachers is integral to this EA’s strategy for working with Kristina. I regularly pass my notes on Kristina’s behavior to the teaching team, creating communication between us. This partnership aims to facilitate a holistic understanding of the complexities surrounding Kristina’s specific requirements and provide insights into potential interventions.
The reasons for focusing on open communications and teamwork in supporting Kristina are based on what can be defined as the basis of a holistic approach. Leveraging the wide range of knowledge from both classroom and resource teachers, our collaborative goal is to reach out to Kristina’s learning problems in academic and behavioral aspects (Manitoba, n.d.). This synergy of collective dynamics fosters individualized and multidimensional support for Kristina, positively impacting her learning in an inclusive environment. Combining our insights and talents, we construct an environment that comprehensively interprets Kristina’s needs. This strategy is consistent with the inclusive education theory, highlighting a collaborative approach to providing individualized and specific support to students with different learning needs.
Conclusion:
In this case, the challenges presented in Kristina’s academic and behavioral aspects of my role as an Educational Assistant (EA) are paramount. By engaging in observation, compilation of data, and collaboration with teachers, I provide essential information on Kristina’s unique needs. The communication strategies, organizational approaches, and positive reinforcement resolve her problems and work hand-in-hand with the principles developed in the Paraprofessional’s Handbook. The evidence-based approaches I have incorporated into my practice aim to create a nurturing and welcoming environment for Kristina. This commitment reflects the general principles of inclusive education stated in module sources, highlighting the importance of collaborative activities to address students’ various needs within an environment that is deemed inclusive. Top of Form
References
Causton, J., & Macleod, K. (2021). The paraprofessional’s handbook for practical support in inclusive classrooms. Paul H. Brookes Publishing Co, pp. 11 – 26
Causton-Theoharis, J. (2009). 36 COUNCIL FOR EXCEPTIONAL CHILDREN The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported Universal Design for Learning & Differentiated Instruction. TEACHING Exceptional Children, 42(2), 36–43. http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/ssn_goldenrule.pdf
Lee, A. M. I. (2019, August 5). What is a functional behavioral assessment (FBA)? Understood. https://www.understood.org/articles/functional-assessment-what-it-is-and-how-it-works
Manitoba. (n.d.). Student Services | Manitoba Education and Early Childhood Learning. Www.edu.gov.mb.ca. Retrieved January 13, 2024, from https://www.edu.gov.mb.ca/k12/specedu/bip/sample.html
Transcona-Springfield. (n.d.). Section 7: Planning for Individual Behaviour. https://www.edu.gov.mb.ca/k12/specedu/beh/pdf/7.pdf
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