an increased understanding of the processes underlying student behavior in the classroom, including motivation
a wide range of strategies for establishing and promoting positive behavior, as well as counteracting and reducing negative behaviors
skills related to nationally recognized standards for paraprofessional competence
an understanding of widely accepted principles and practices such as Response to Intervention (RTI).
Set in the context of the legal requirements for paraprofessionals to work "under the direction of a professional" (ESEA) and be "appropriately supervised" (IDEA), The Paraprofessional's Guide to Effective Behavioral Intervention illuminates research-based, practical strategies shown to be effective in a wide range of educational settings and which can be implemented immediately and with confidence.
Publisher: Taylor & Francis Ltd
Number of pages: 218
Weight: 454 g
Dimensions: 229 x 152 x 14 mm
"The authors offer theoretical and practical information to help paraprofessionals become better informed about the crucial topic of behavior, with a primary focus on positive approaches to encouraging pro-social interactions. Their suggestions balance evidence-based behavioral interventions with the importance of mutual respect, human connection, choice-making, and self-determination. They clearly establish the role of the paraprofessional as part of a collaborative team, working under the direction of a teacher or other qualified professional."
Michael F. Giangreco, PhD, Professor, Department of Education and the Center on Disability and Community Inclusion, University of Vermont, USA
"The Paraprofessional's Guide to Effective Behavioral Intervention is an all-encompassing book about behavior. It begins with theories about why behavior occurs and ends with strategies and interventions based on positive behavior supports and RtI. As a paraeducator, it will engage and challenge you to think outside the box. A common thread and strength of the book is its repeating mantra that paraeducators (paraprofessionals, TAs) must work in tandem and under the direction of their supervising teachers making classroom management choices as a team in terms of what `works best' for students."
Marilyn Likins, PhD., Director of Mild/moderate Alternative Teacher Preparation Program, and Director of National Resource Center for Paraeducators, Utah State University, USA
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