PARAPROFESSIONAL / Zon 1" Varnes *"*. WKS.6 Sowers ar & Training ASAHI TNE CGC TRS a!Dionaqpatessionl Behavior Management Tools & Training for Small Group Instruction fra avec k Betiovice logics Included in the FULL Product Disruptive Work Completion Following Instructions Disinterested Unprepared Rushes through Work Does Not Consider Consequences Difficulty with Peers Low Self Esteem Difficulty with Test Tasking Difficulty Participating in Group o Does Not Start Assignments Use this product to: TRGIN Nd SUpPORl Paraprofessionals Wid dhe Celivering stidl GRoup IneTeuctiow in special education oe Jushing inte geNeRal educaticn closskoors cing Patil fre alolololalolololololo This is a FREE Sample of: Behavior Tools & Training For ‘Small Group Instruction in Special Education:Fonopetessicnl Behavior Management Tools & Training for Small Group Instruction ‘wien Behavior Tools Included ih the FULL Product o Small Group Job Badges o Blurt Chart o Student Checklist Template o Student Participation Prompts o Alternative Ways to Deliver Instruction o Small Group Behavior Goals Template o Completed Assignment Tracking o Personal Goal Progress Monitoring o Following Instructions Game o Possible Consequences Activity o Friendship Scenarios Activity o Disinterest Documentation Form o Organizational Skill Areas o Preparedness Chart o Quality Work Expectations o Test Taking Strategies o Behavior Contract Template © Social Skill Focus AreasInsTRuctions fOR Use: Print each twosided pamphlet and fold along the dotted lines Make accessible to Paraprofessionals by displaying in the classroom When a Dehavior concern arises in a small group, instruct Paraprofessionals to access the appropriate pamphlet Review the strategies and considerations sections with Paraprofessionals Choose one strategy or tool to support the student Croate the behavior teaching tool using the templates provided Implement the strategy/intervention for 4-6 weeks, document student behavior Review student behavior data and make changes as appropriate Trai Pamphlets Looks Like/Sounds Like: Helps categorize and identify behavior issues so you can support students in creating new routines and patterns infer ventions/Sirategies: Bach behavior includes 6-10 interventions/strategies to attempt to support the student in modifying behavior Considerations: Use consideration prompts to brainstorm with Paraprofessionals, question the function of behaviors, and think about how daily interactions and classroom routines maybe impacting the student Induded Support Tools: Suggested tools (included in this product!) that are appropriate for supporting students in the identified behavior category Back Page of Perphlet'The backside of each pamphlet provides detailed explanations, expanded reasoning, examples for the strategies/interventions, or tips for implementation Tool Templates: This product provides the templates you need to create tools for managing student behaviors during small group instructionPrint each two sided pamphlet and! Fold clong the dotted Tecining angles by Behovon: Esse sessDisruptive Behaviors Looks Like: Interrupts group OFF task Taps/touches peers. Fidgets with objects, seat, penci, etc. to the point of distraction to self and others ooco Sounds Like: Burts: Taks over others Asks of f topic questions Makes noises (that are not adirect symptom of a disability) oooo Skeysoriehzo1s-present check nit rs on TET tees evens ‘Assign the student a job or task during group 2. Establish a group routine and display it 3. Have student monitor their ‘own success during group using a burt chart 4. Allow student to answer when they wil ikely be correct 5. Work with student or whole group fo create « behavior goal or focus area each week 6. Simpify the group workspace ‘as much as possible 7. Setmicro time mits anduse a timer frequently within the session fo break tasks into small steps & Alternate the daily group schedule between low interest and high interest tasks 4. Greate opportunities for student participation as frequently as possible 10. Celebrate the behaviors of a peer model Considerations vv What is the student seeking through their behavior disruptions? What is the student receiving through their behavior disruptions? How is your relationship with the student? What impact does your relationship with the student have on the student’s behavior? Where does the student sit during group? How is proximity to peers/teacher impacting him/her? Support Tools: ‘Small Group Job Badges Burt Chart & Graph My Behavior Goal for Group Personal Goal Progress Monitoring Student Particpation PromptsCiscuplive Behaviors: (Teotegics & ilerventions Explained | Assign the student ajob or fask during group: This provides the student with an opportunity for leadership through a positive and planned interaction with the group. 2. Establish a group routine and display it: Students will know what to expect and havea visual reminder of group expectations. When a student is disruptive, gesture towards the group expectations providing a non-verbal prompt to get or remain on task. 3. Have student monitor their own success during group using a burt chart: Laminate a blurt chart and place on the corner of the student’s desk Give each student non-verbal signals throughout group to make a tally mark in either column depending on behavior 44 Allow student to answer when they wil ikely be correct: Build confidence and increase positive interactions within the group. 5, Work with student or whole group fo create a behavior ‘god or Focus crea each week: Make thisa quick five minute task during the first group of the week. Have a short discussion and allow students to select one goal for the group to focus on Allowing the students to create the goal and write the goal increases student ownership. Encourage students to hold themselves and each other accountable for meeting the goal Pana 6. Simpify the group workspace cs much as possible: Having less physical and visual distractions helps students focus and sets the tone for learning. 1 Set micro time limits anduse a timer frequently within the session fo brack tasks info small sleps: Having ahort (start with teeny tiny é lengthen st as student'sadility increases) parioda of intense focus followed by an opportunity to talz (about the lesson) is an incredible way to set students up for success, 8 Alternate the daily group schedule between low interest and high interest tasks: ‘Try using this sentence structure when presenting a difficult task: Once you complete (difficult task), then we will (engaging task). This way students have a short term incentive to work towards. 4.Create oppor tunities for student participation os frequently as possible: Prompt studenta to: talk to peers, share with the group, cay things aloud, whisper, stand, hop, w spell, of anything else that gets them moving and talking 10. Celebrate the behaviors of a peer modek When a student is disruptive, you oan try ignoring the behavior. Give a compliment to a student who is following instructions. Be sure to list specific positive actions in your compliment, for example “I like how Mila is raising her hand quietly.”Cid pou, Job Badges: Sse aseCid Gpoup, Job Badges Ssseesieste asil RdUp Job Badges Sissies case Codeh RePOrierTerms of Use Copyright krystal Griffith @Check in with Mrs GLLC™ ©20!-present. All rights reserved By purchasing this product, the purchaser receives a limited individual license to reproduce the product for single classroom use only. The singe license is not intended for school districts or mule teachers