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One of the Best Back to School Bus Stops- Paraprofessionals
By Kristi | Published | No Comments
Late August is fast approaching, which means back to school is right around the corner. In fact, here in Florida, school began 2 weeks ago. As I sat in my car watching a group of students board the bus, many memories flooded back. Not just the ones of my own children, but the many I have supported throughout my years as both a behavior technician and paraprofessional. I retired in May and as I reflect on the many years spent supporting my son and countless students, I know firsthand the important role paraprofessionals provide but often is overlooked. Resources are an important part of ensuring success for students with diverse needs, profound autism being one of them. If you are fortunate enough in these tough times to have a paraprofessional working with your child and teacher, they should be one of your first stops.
As the parent of a 31-year-old with profound autism, I spent the better part of 18 years navigating and advocating for my son and his education. While the relationship with his teacher was important, I soon discovered my relationship with his paraprofessional was equally important. They were a lifeline to many insights navigating not just in the classroom but supporting him in social settings as well as with behavioral and sensory issues. More often than not, the paraprofessional works more closely with your child implementing behavior plans, sensory support, accommodations from OT and PT as well as the academic instruction from their teacher. It was after years of working with these professionals that I decided the work was too vital not to be a part of. At the age of 50, I embarked on a new career as a paraprofessional and behavior tech. Over the past 15 years I’ve learned a few lessons I feel are important to add to your back-to-school list.
Whenever possible, include your para and build the relationship. If your child has a BIP, include them and discuss information that you know will help get them on the fast track to knowing and supporting your child. Same with their IEP. Encourage them to ask questions and offer suggestions. By the same token, ask them questions! What inspired them to become a para? How do they support students both in and out of the classroom? What has been their experience working with students on the spectrum? We all know it’s a broad spectrum, so it’s important to discuss your child’s strengths, struggles, strategies and any acumen you can give to support them. I have found collaboration is essential to building a strong foundation that supports everyone working with your child and the para is no exception. The more time spent building that relationship, the more invested others become in your child’s success. Often, the paraprofessional is the one who is expected to implement numerous supports, so the more they know about a student, the easier it is to recognize what’s working and what isn’t. Doing so helps the para get on the fast track and empowers their success supporting your child. Personally, I valued collaborative relationships with the parents of my students. I felt appreciated and trusted to advocate for them and recognized as a parent myself the importance of providing valuable suggestions and observations to help students achieve positive outcomes. By the same token, during challenging times for a student, especially behaviorally speaking, I knew it wasn’t personal and was not a reflection on the parents. Parents of children with autism, especially profound autism, often feel judged. Having been on the receiving end myself on numerous occasions it leaves a parent feeling like a failure. On the flip side, building a bond of trust with those working with your child, especially your para, is a deterrent to judgment for both of you. I speak from experience when I say there is no greater feeling than assisting a parent and their child in some of the most trying times. Giving support and meeting challenges together, offering encouragement, problem-solving and being a reliable partner along the way is its own reward.
Here’s one I know some will disagree with me on, but it’s crucial—discussing medications. I understand why parents feel reluctant to discuss medications—fear of judgment, assumptions of certain medications as a scapegoat when issues arise or that a child needs to be on a specific medication. Knee-jerk reactions based on previous experiences. Or that people working with your child cannot be objective if they know your child is on medication. While I don’t entirely disagree with these concerns, I found informing my para and others a great source of information for me and my son’s doctor. Assessing how he was doing during the day with routine, structure, social interactions, work demands etc. Our children spend roughly 180 days in school and are there for 7 hours or more. We can’t be everywhere, so an extra set of eyes, especially with a para who spends a good part of their day with your child, is great feedback and helpful information. As a para, when a parent would call and tell us their child forgot to take their meds or was starting on a new one, I knew that was a sign to adjust expectations and demands. If not, I could unknowingly assume a student was up for a routine day and unintentionally set them up for a set back or behavior. Don’t miss the bus on that one.
Equally important are basic needs and home structure. Changes here can easily affect a school day. For example, my son struggled with quality sleep when he was younger. So on nights where he didn’t get enough, it was the first thing I relayed to my para at drop off. Or if he seemed a little off or like he might be coming down with a cold. Cold, tired, hungry etc., when a need isn’t met it can easily interfere with performance and behavior. With regard to home, changes there can also affect outcomes; separation or divorce, out-of-town visitors, death of a family member or beloved pet. Changes in the family dynamic. For example, my husband often traveled and Jonathan’s mood would often reflect when he left and when he would return. He would become very excited at his arrival and his para would tease us and say Jeff must be back as he was quite excited today! But what mattered most was that she knew why and supported around it. Demystify where and when you can. By the same token, I would reciprocate when parents came to pick up. Excited, tired, agitated, struggling or excelling, I would communicate what I witnessed as well as any antecedents that could have contributed. That way, parents weren’t left wondering why their child was behaving or acting differently or could share in the excitement of a great day.
In my role as both a para and behavior tech, I greatly appreciated any and all information a parent could give me. Here are some suggestions to help your support staff fast track their way to knowing your child.
What are the most important things someone should know about your child?
What makes them happy?
What frustrates them?
Do they have any fears?
What’s their favorite part and least favorite part of school?
What are their likes and dislikes?
What makes them feel safe?
Do they have any sensory issues—loud noises, bright lights, tactile issues?
Do they like fidgets?
In the classroom do they have a seating preference? Proximity to others?
Are they territorial about certain possessions or don’t like to be touched?
Many students can advocate for themselves, but my son could not. So it was very important to divulge as much information as possible. In fact, every year I would hand his new teacher or para a one-page “All About Jonathan” update. In my role as a para I kept information in my sub folder to help on days when I would not be present. Teachers are incredibly busy doing their job so they don’t have time to do their paras jobs as well. Keeping information relevant and updated is incredibly helpful to them, as well as a sub.
If there is ever a flat tire on the bus, it typically shows up when you encounter a para that is resistant to feedback or worse yet, what I call a paycheck para. Let’s address both. In my experience, when you encounter a para who is resistant to feedback, it can stem from a few things. First, lack of experience. No one wants to appear incompetent and parents of children on the spectrum are a wealth of information. In fact, so much that in our attempts to educate, we instead overwhelm. This can put a para on the defensive or make them question their ability to support your child. The counter to this is what I mentioned previously—ask them their experiences, get a feel for their baseline and in those answers you often find where to best supplement educating them. The second is in regard to previous experiences—child or parent. If a para has had a negative or challenging experience prior, it can leave lasting scars. I’ve witnessed and on a few occasions bore the brunt of overwrought parents, combative language, placing blame and fault and even ridicule at the para. Let’s face it, positive and negative experiences shape our feelings, responses and perspectives in many ways. Again, asking them about positive and challenging experiences is a great measure of ability, resilience and support. Third—experience with regard to years on the job. I’ve worked with people new to the role of para who were quick studies, compassionate and willing to go above and beyond. The number of years they had been in the position was not indicative of their ability. By the same token, I’ve worked with paras who have been on the job for decades and, somewhere along the way, assumed the years were more important and representative of ability. Basically, they had nothing left to learn. To be fair, most of the paras and behavior techs with longevity are some of the most amazing advocates and educators for their students. I bring this to your attention because, for some, the years of work have become more important than the work itself. And they are usually the most resistant to feedback. In these instances, I have found it helpful to refer to their status. For example, a conversation like “Given your work as a para for 20 years, I’m sure you’re familiar with or have had experience with” and go from there with whatever you want to impart regarding your child. If they want to feel like an authority figure, give them all the facts. Here again, this is where building that relationship is crucial. Lastly, the most challenging stop on the route is the para who is basically there for a paycheck and sadly, they are out there. Depending on your child’s needs, your expectations and vision, as well as school resources, this one is difficult. The best advice I can offer is to use other resources where possible. Your child’s teacher or principal for starters. I have seen paras moved to other classrooms when a more seasoned one is required. The squeaky wheel gets the oil idiom. The other thing to consider is how paras are sometimes treated. Maybe no one ever took the time to show an interest in them as a person or in their role. If there are no expectations of ability or aptitude, why would someone attempt to do or be better at their job? Sometimes others who are incredible at their job eclipse coworkers who feel like they can’t measure up. Sometimes what they need is encouragement. If you give it a try you might be surprised at the results.
As the parent of a 31-year-old with profound autism, a para professional for 8 years and behavior technician for 7, I’ve been both the driver and passenger on the road of educating autism. The bus has many stops along the way and each one is an opportunity for collaboration, communication and trust. One of the most important stops is support staff like our paras and behavior techs.
As you head back to school, make sure that is one of your first stops every year.
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