Teach Your Child Coping Strategies Now for a Smooth Transition into Adulthood Later

When your child outgrows her 1-to-1 para, she’ll need to know how to cope in myriad ways on her own. Don’t let her jump into adulthood without providing her with the proper training—use this expert advice for a smooth transition.

Under the 1997 Amendments to the Individuals with Disabilities Education Act, appropriately trained and supervised paraprofessionals are allowed to assist with special education as well as activities of daily living for students with intellectual disabilities. Sometimes, though, overdependence on 1-to-1 paras can adversely affect the social and academic growth of students with disabilities, resulting in a child who is not able to cope with transitions or various challenges that might come his or her way. 

Who gets a para?

At the child’s IEP meeting, the Committee on Preschool Special Education determines if a child will need to have a 1-to-1 para to help with transitions and various activities throughout the school day. Age is not a factor when assigning a para to a child; the decision is based on the child’s ability to function independently in the school environment. Some children are assigned paras for most of the school day, while others may only need assistance for certain tasks such as riding the bus or eating lunch. 

A para may also be assigned to help direct a child’s attention toward the teacher and help the child begin and complete individual tasks or assignments. A para may assist the child in unpacking his bag, taking out his homework, or helping him with transitions during the school day, whether from activity to activity or in and out of school for outdoor play.

Children who receive a para may have an autism diagnosis, ADHD or ADD, or they may have physical disabilities or medical needs.

Joseph Laudadio, a specialist supervisor for Life’s WORC in Garden City, says that in his experience, many children who receive a para are on the autism spectrum. In determining whether a child with autism needs a para, Laudadio says the committee assesses three factors: whether the child tends to elope (run away), whether the child is aggressive, and whether the child is able to communicate his wants and needs. 

How long does a para stay with a child?

Whether or not a para stays with a child long-term usually depends on if the child is able to generalize, meaning that he or she is able to take direction from and interact appropriately with a variety of people. “It may be important for generalization purposes if a para change is made every three to six months,” Laudadio says. “But if the child doesn’t have trouble generalizing and doesn’t become reliant on that particular para, the para may stay with the child for a year or two.”

The goal though, of course, is for the para to encourage independence in the child and get him to the point where he no longer needs to have the para’s aid.

How can paras encourage independence?

Paras are generally taught how to fade back their prompts to increase independence, so be on the lookout fo that. Children should also spend time with other teachers or teaching assistants to promote learning how to work with different people. 

“The worst thing a para can do is become too close to the child and hover over him,” Laudadio says. “A para should give the child space and allow for moments of independence. They should also limit verbal prompts—a child is not going to become independent if he’s constantly being told what to do. A good para will use gestural or model or visual prompts instead of using words.”

While the most critical thing is to allow for independence, Laudadio says, the second is to follow through with praise. “If you see a moment of independence, that’s when a para is allowed to do what we call ‘cartwheels,’” Laudadio says. “That reinforcement and praise is so important.” The praise could come in the form of a prize, candy, or by the para simply saying “What an amazing job!”