Monthly Archives: August 2015

ABA Paraprofessional

ABA paraprofessional in early intervention for special needs children focuses on getting the children to learn life skills in order to be part of the society and curve some of the behaviors. The process start as soon as the child gets up from the bed, a regular routine is very important and any changes can upset the child. He or she can communicate what he or she needs, and what he or she is avoiding or seeking. For example: if I want one kind of student to learn the lessons, I need to know not to remove him or her from the items he or she has in his or her hands, instead, I need to cover the item with one hand and ask him or her the question I need him or her to answer. I implemented ABA special-education methods and have experiences with ABLLS-R assessment and test. I followed policies and regulations in keeping progress notes and student records, and in making the necessary reports. I demonstrated and reinforced social standards of behavior. I established norms of class behavior and maintained order at all times. I taught ONE OR MORE of these: English, math, social sciences, citizenship, art, music. I employed lecture, demonstration, and discussion teaching methods in the class. I Reinforced skills such as independence, problem-solving, and goal-setting. My job including that I ensure a clean and healthy classroom atmosphere by maintaining children’s proper hygiene and following proper diaper changing and potty training policies and procedures.
ABA paraprofessional needs to be dynamic, intelligent, patient and insightful. I am knowledgeable and respectful of my expertise, children with special needs. I worked with the family as an ABA paraprofessional before and after his daily school program. The student has ADHD with impulsivity and can be on the Autism Spectrum. One my many people skills is that I have a keen sense of knowing just when to “push” our student to get more out of him and when to “back off” still keeping students on task, making the best use of their time together. This is often not an easy task. I frequently implement strategies I learned in working with special needs children when my student needs them most. I bring in a nice mix of book, real world, and people knowledge that has been a great source of support for the student and his or her family. Parents cannot put a price tag on knowing their child is safe and happy while they are at work. I have afforded family security and the clear conscience that he is in great hands and well cared for. I must have a perfect attendance record and be prompt every day. Not everyone can work with special need children because you cannot focus on yourself, you need to have a caring heart.
In a classroom setting, I need to worry about my assign student ONLY unless someone needs or asks for assistance because it can become overwhelming with so many students and adults. My assign student needs to be with me at all times! If I am going to simply hang my coat and my student tends to wander or not sit still, I need to take their hand and let them walk with me. It only takes a second for someone to get hurt. If I need to use the restroom or take a moment for myself, I need to ask another adult to keep an eye on my assign student.
Throughout the day, especially during circle time and other instructional times, I must be cautious of how loud I am. The louder I am the louder the student will be. At circle time, I should be engaged with the student I am working with whether it is on the rug or at the table doing a writing activity. If my student is on the bus, it is my responsibility to go outside and get them. Once students are inside, they should sit with a table toy. http://www.amazon.com/dp/B013Z1SA7A/ref=cm_sw_r_tw_dp_tDM3vb1WJ8B2N via @amazon