Behavior support strategies for paraprofessionals

As a paraprofessional, you are often the adult closest to the student when behavior happens. That makes you important, and it also means you need a clear plan to follow. The teacher and the IEP team write the plan. Your job is to carry it out the same way every time and to tell the team what you see.

Paraprofessionals who work with students with disabilities must be trained and supervised.^[1] If you have not seen the student's behavior plan, ask your supervising teacher for it before you do anything else. For your full role, see the pillar on paraprofessional responsibilities.

The steps, with how long each takes

Step 1: Learn the plan and the replacement skill

Read the behavior intervention plan with the teacher. Ask three questions. What does the behavior look like? Why does it happen (to get out of work, to get attention, something else)? What should the student do instead?

The "instead" is the replacement skill. If a student throws materials to get out of hard work, the replacement might be asking for a break with a break card. See replacement behavior examples. If there is a crisis plan, learn it too: who to call, and what you should and should not do.

Step 2: Set up for success

Small things prevent a lot. Make sure the student has the materials, knows the task, and can see the schedule. Sit or stand where you can help without hovering. If the plan says the student gets a choice of seat or task order, offer it before the work starts.

Step 3: Give a reminder before hard moments

A short reminder before a known hard moment is called a precorrection. "In 2 minutes we line up for lunch. Remember, walk next to me and keep hands at your side." Say it before the problem, not after.

Step 4: Praise the behavior you want

Name what the student did. "You asked for help. Nice job." "You started your math right away." Specific praise teaches more than "good job." Aim to notice good behavior much more often than you correct. The classroom PBIS framework calls this specific, contingent praise.^[2]

Step 5: Prompt the replacement skill early

Watch for the early signs the plan lists: putting a head down, tapping, saying "this is stupid." At that point, prompt the replacement skill. Point to the break card. Say, "Do you need a break?" Then follow through when the student uses it. Early prompting is the most useful thing you can do.

Step 6: Stay calm if behavior escalates

If behavior gets bigger, use the de-escalation steps in the plan. In general:

• Use a calm, low voice and few words.
• Give space. Step back an arm's length or more.
• Do not argue, threaten or lecture.
• Offer the replacement or a simple choice: "You can take a break or sit with me."
• Remove other students if the plan says to, and call for help as the plan directs.
• Follow the crisis plan if safety is at risk. Do not use restraint unless you are trained and the plan and your district policy allow it.

Step 7: Write down what happened

Right after things are calm, write a short note. What happened just before? What did the student do? What did you do, and what happened next? This is called ABC data. The guide on how to take ABC data shows a sheet you can use. Stick to what you saw and heard.

Step 8: Check in with the teacher

Spend 5 minutes with the teacher before you leave each day. Share the data and anything that worked or did not. The teacher may adjust the plan. Do not change the plan on your own, even if something new seems to work. Tell the teacher, and let the team decide.

Worked example from start to finish

Fictional student: Ben, grade 2. His behavior plan says he pushes materials off the desk during writing to get out of the task. Replacement skill: hand the break card to an adult for a 2-minute break, then return. Goal: use the break card instead of pushing materials in 4 of 5 writing sessions.

Baseline (week 1, before the para started the plan): Ben pushed materials off the desk an average of 3 times per 30-minute writing block. He used the break card 0 times.

What the para did each writing block:

1. Before writing, laid out the pencil, paper and a 3-sentence frame, and put the break card on the corner of the desk. (1 minute)
2. Precorrection: "Writing time. If it gets hard, hand me your card and you get 2 minutes." (15 seconds)
3. Praised each sentence: "You wrote your first sentence." (a few seconds each)
4. When Ben sighed and put his head down, pointed to the card. (5 seconds)
5. When Ben handed over the card, set a 2-minute timer, then said, "Time's up. One more sentence." (2 minutes)
6. Wrote a quick tally after class: pushes, card uses, notes. (2 minutes)

Data over 4 weeks:

By week 4, Ben was using the card instead of pushing in most blocks. The teacher reviewed the data and planned the next step: stretching the time before a break is offered.

Common mistakes

Tools you can use

• Paraprofessional data collection explains how to keep data simple.
• The frequency data sheet is a quick way to tally behaviors.
• The behavior intervention plan template shows what a full plan contains.
• Behavior goals and replacement behavior templates show how the goal is written.

The What Works Clearinghouse guide on reducing behavior problems in elementary classrooms recommends teaching and reinforcing new skills to replace problem behavior.^[3] That is the core of what you do with the plan. The IRIS Center has a module on functional behavior assessment if you want to learn why plans focus on the reason behind a behavior.^[4]

Frequently asked questions

Use it in IEP Atlas

• Paraprofessional in the IEP glossary
• De-escalation in the IEP glossary
• Crisis plan in the IEP glossary
• Frequency data sheet
• Replacement behavior goals

Related guides

• Paraprofessional roles and responsibilities
• How paras collect accurate IEP data
• How to take and analyze ABC data
• Replacement behavior examples by function
• BIP template with examples
• Fading paraprofessional support to build independence
• Behavior data sheet for paraprofessionals: template and example
• Paraprofessional confidentiality: what you can and cannot share

Sources

1. 34 CFR §300.156: Personnel qualifications, U.S. Department of Education (IDEA website)
2. Classroom PBIS, Center on Positive Behavioral Interventions and Supports
3. Reducing Behavior Problems in the Elementary School Classroom, What Works Clearinghouse, Institute of Education Sciences
4. Functional Behavioral Assessment: Identifying the Reasons for Problem Behavior and Developing a Behavior Plan, IRIS Center, Vanderbilt University

Written and checked by the IEP Atlas editorial team under our editorial policy. This guide describes general practice and federal rules. It is not legal advice; your state may add requirements, and the IEP team makes the decisions for each student.