Virginia Commonwealth University Autism Center for Excellence (VCU-ACE)

Autism Spectrum Disorders for Paraprofessionals

Module 1

Slide 1: Dignity and Respect

Alicia Hart
Autism Spectrum Disorders Coordinator

Slide 2: Introduction
 In this presentation we will discuss: the ethics of caring for a student with ASD
including:
o What are basic human rights?
o How do we show dignity and respect?
o How do we ensure we respect individual differences?
o How do we use person first language?
o What is presuming competence?
o Why is confidentiality so important?
o How do we keep students safe and free from harm?

In this presentation, we will discuss one of the most important aspects of your job as a
paraprofessional: the ethics of caring for a student with ASD. As a paraprofessional, you have a
big responsibility. It is to ensure each student you support receives an appropriate education and
that you always do this with dignity and respect! Your responsibility as a paraprofessional carries
with it many ethical considerations. In this presentation, you will learn about these
considerations as we cover the following topics.

What are basic human rights? How do we show dignity and respect? How do we ensure
we respect individual differences? How do we use person first language? What is presuming
competence? Why is confidentiality so important? How do we keep students safe and free from
harm?

Slide 3: The Golden Rule

 Autism is complex and can be very challenging for educators, professionals and
even families.
 The child, teenager and adult with ASD needs to be treated like any other human
being.
 If you follow only one rule, let it be what we consider the Golden Rule: “Treat
others as you would want to be treated.”

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 Autism is complex and can be very challenging for educators, professionals and even
families. It can be easy to forget that this is a person when someone is yelling, throwing things,
or running away from you. It is easy to forget about the desires, interests and even the strengths
of this person when you are presented day after day with the challenges. Before long, all anyone
can think about it is the label: autism.

Yet once we take away all the labels, all the behaviors, all the challenges and all the
challenges and the fancy terms, we are left with a child, a teenager or a young adult. This child,
this teenager or this young adult needs you to balance what you will learn about Autism
Spectrum Disorder with how you would treat any other human being.

It seems simple, doesn’t it? The reality, however, is that being a paraprofessional is hard
work and situations can change quickly. What started out as a good day can quickly become a
crisis situation. How you handle the challenges will be crucial. If you follow only one rule, let it
be what we consider the Golden Rule. “Treat others as you would want to be treated.” In every
situation, no matter how serious, how challenging, or how confusing, remember this Golden
Rule and let it guide your work as a paraprofessional.

Slide 4: Basic human rights

 Every child, every teenager and every young adult with ASD needs what every
other typically developing person needs: basic human rights.
 EVERY student, regardless of disability, has basic human rights including:
o The right to be treated with dignity and respect
o The right to privacy
o The right to be safe

Every child, every teenager and every young adult with ASD needs what every other
typically developing person needs: basic human rights. Your responsibility as a
paraprofessional is to remember that EVERY student, regardless of disability, has basic human
rights. Basic human rights are the following: Every student has the right to be treated with
dignity and respect. Every student has the right to privacy regarding the events of their life.
Every student has the right to be safe. Let’s go through each basic human right, starting with
dignity and respect.

Slide 5: Dignity and respect

o Dignity and respect can mean different things to different people.

o Dignity means, “The condition of deserving respect.”
o Do you believe your student deserves respect?
o The answer should ALWAYS be YES!

Dignity and respect can mean different things to different people. Dignity simply means
“the condition of deserving respect.” So, the first question you must ask is, “Do I believe my

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student deserves respect?” The answer should always be YES. Every single minute you spend
with your student, you should ALWAYS believe he or she deserves your respect. Even when the
student is angry and even when your student frustrates you, he or she ALWAYS deserves your
respect. As a paraprofessional, your ability to believe your student deserves respect and how you
show that respect makes all the difference in the world.

Slide 6: What is respect?

 What does respect mean to you?

 Respect can mean many different things:
o Respect may mean appreciating a person’s individuality and differences.
o Respect may mean treating someone with compassion and kindness.
o Respect may mean valuing another person’s beliefs or opinions, even if they
differ from yours.
o Respect also includes presuming a person is competent and capable and has the
ability to do something well.

Now let’s talk about respect. What does respect mean to you? Respect can mean many
different things. It can involve all of the following. Respect may mean appreciating a person’s
individuality and differences. Respect may mean treating someone with compassion and
kindness. Respect may mean valuing another person’s beliefs or opinions, even if they differ
from yours. Respect also includes presuming a person is competent and capable and has the
ability to do something well.

For the paraprofessional, treating a student with respect will involve ALL of these things. Let’s
go through each of these in a little more depth in the upcoming slides.

Slide 7: Appreciate individuality and unique differences

 Respect starts with understanding that all students with ASD are different.
 Each student will have individual strengths, individual challenges, and individual
ways they learn.

As you learn more about ASD in this course and as you learn more about the students
you support, you will find that respect starts with understanding that all students with ASD are
different. Each student will have individual strengths, individual challenges, and individual
ways that they learn. Part of what makes a successful experience for the student with ASD is
playing up to a student’s strengths and providing the student with ways to overcome his or her
challenges.

As a paraprofessional, one of the first things you should do when you start supporting a
new student is take the time to learn about his or her strengths. These are often overlooked,
because we get so caught up in the student’s needs. Every student has many strengths, and you
will use these over and over again as you provide instruction and help the student learn.

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Slide 8: Individualized education

 Since EVERY student with ASD is unique, this means that our strategies and methods for
supporting students with ASD may be completely different!
 Every student is different and a quality education program recognizes and appreciates
such differences.
 Every time you provide support or instruction, it is crucial to make sure it is
individualized and designed to help the student learn.

Since EVERY student with ASD is unique, this means that our strategies and methods for
supporting students with ASD may be completely different! There will be different ways to
motivate and teach every student with ASD in your building. In this sense, we must respect that
every student with ASD needs an individualized education. In fact, later on, you’ll learn that IEP
stands for Individualized Education Program! While it may seem like a good idea to use the
same approach and the same strategies for all students with ASD, we know that every student is
different and a quality education program recognizes and appreciates such differences.

As a paraprofessional, you are on the frontlines of this student’s education and may often
be the first person to demonstrate and model respect for how the student learns. Every time you
provide support or instruction, it is crucial to make sure it is individualized and designed to help
the student learn. Let’s look at some example of this.

Slide 9: Examples

In this table you will find examples of teachers providing instruction that do and do not promote
dignity and respect.

Promote dignity and respect

Tyler loves trains. His teacher makes an addition math worksheet where Tyler counts train cars.

Does not promote dignity and respect

Tyler struggles with handwriting and is good at typing. Tyler’s teacher has him hand write an
entire paper.

Promote dignity and respect

Shari struggles with doing group work with peers. Her teacher pairs her with one peer and helps
the girls complete the activity.

Does not promote dignity and respect

Shari is really bothered by bright lights, especially fluorescent lights. When Shari rocks and
covers her eyes, her teacher tells her to put her hands down and stop rocking.

Promote dignity and respect

In science class, Austin struggles with multiple directions. When his teacher gives class
directions, she taps him on the shoulder and then gives the direction.

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Does not promote dignity and respect
Austin participates in whole class lectures but does better in a small group setting. Even though
he is failing, his teacher continues to provide whole group lectures without support.
Slide 10: Compassion and kindness

 Another component of respect is showing compassion and kindness.

 Remember, “Before you criticize someone, you should walk a mile in his shoes.”
 The student with ASD needs you to understand that he or she sees the world from a very
different perspective and may not be able to handle seemingly everyday situations.

Another component of respect is showing compassion and kindness. Think about simple
ways we show compassion and kindness. We comfort those who are in pain. We help those who
are struggling, and we stop others from being cruel or causing pain. We talked about the Golden
Rule. There’s another phrase that will be useful as you support the student with ASD and that is,
“Before you criticize someone, you should walk a mile in his shoes.”

Life for the student with ASD is often loud, scary, and out of control. He or she may not
always know how to handle every situation and may need a lot of guidance and patience. The
student with ASD needs you to understand that he or she sees the world from a very different
perspective and may not be able to handle seemingly everyday situations. As you go through
this course, you will learn how the student with ASD may perceive the world and also how to
support him or her through many different types of challenges. By the end, you will appreciate
how difficult that mile is to walk for your student!

Slide 11: Person first language

 Show compassion and kindness by using person first language.

 Person first language acknowledges that people are people, no matter what disability they
may have.
 Instead of autistic child, say child with autism.
 People should not be defined by their disability.
 Think of your student as a person first!

Another way to show compassion and kindness is by using what we call person first
language. This means that we acknowledge that people are people, no matter what disability
they may have. I’m sure you may have heard people in the past use language that did not put the
person first. This would include statements like these: “autistic child” or “learning disabled
student.” In this event, the disability is put before the person. A better way to say this is “the
child with autism” or “John, who has a learning disability”. Do you see the difference? Of
course, the best way to talk about ANY student is to simply use their name!

People should not be defined by their disability. They should be thought of as a person!
The words and phrases we use when talking about a student greatly affects the images that are
formed about the student.

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Slide12: Think About It!

 Find your Participant Handbook and go to the question entitled: Person First
Language.
 Write down the correct way to refer to the same person using person first
language.
o Wheel chair bound
o Autistic boy
o Dyslexic girl
o Learning disabled

Find your Participant Handbook and go to the question entitled: Person First Language.
Let’s practice using person first language through the following exercises. We have provided
you with a list of incorrect ways to describe a student with a disability. You need to write down
the correct way to refer to the same person using person first language.
Wheel chair bound:
Autistic boy:
Dyslexic girl:
Learning disabled:

Slide 13: Thoughts!

 Person first language examples:
o A boy who uses a wheelchair
o A boy with autism
o A girl with dyslexia
o A student with a learning disability

You may have written down the following. Instead of saying wheelchair bound, you
might say a boy who uses a wheelchair. Instead of saying an autistic boy, you might say a boy
with autism. Instead of saying dyslexic girl, you might say a girl with dyslexia. And finally,
instead of saying learning disabled student, you might say a student who has a learning
disability, or perhaps, a student with a learning disability.

Slide 14: Value other beliefs and opinions

 Respect includes:
o Valuing other people’s beliefs and opinions
 This includes valuing various beliefs about caring for and educating a child with ASD.
 Families raising children with ASD have more stress than parents of any other children!

Another aspect of respect includes valuing other people’s beliefs and opinions. There are
many differences related to the family of the student with ASD. The family may have unique
cultural considerations. For example, Juan’s family is Hispanic. His mother speaks limited

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English. The school uses an interpreter to help communicate with the family. Matthew’s family
is Jewish. During the unit on winter holidays, they would like for him to learn about Hanukah.
Being culturally sensitive means, you will show respect for the differences, including beliefs and
customs of others.

Just as there are various beliefs and opinions about caring for and educating a typically
developing child, there are a great many beliefs and opinions about caring for and educating a
child with ASD. Families make decisions about their child with ASD based off a number of
different factors. It is certainly not easy to raise a child with ASD, and research has shown us
that parents of children with ASD have more stress than parents of any other children, including
children with other disabilities. Families may be raising other children besides the student with
ASD, may have challenging work schedules, and have varying levels of support from extended
family members. All of these factors may impact their ability to implement interventions at
home.

Again, it’s best to think of that phrase, ‘Walk a mile in someone else’s shoes,’ when
considering the family of a student with ASD. Most people do not understand the difficulties
and decisions caregivers must face day in and day out. While it may be very easy to judge a
family, I caution you against this. Families of students with ASD need our support just as much
as your student with ASD does!

Slide 15: Presume competence

 Show respect by:

o Presuming competence
 To presume competence means that you believe your student has abilities and is capable.
 Remember each student is an intelligent and capable human being with many skills and
talents.
 Every educator and paraprofessional should believe in their student and ALWAYS
presume competence!

Finally, one of the last ways to show respect to your student is by presuming competence.
To presume competence means that you believe your student has abilities and is capable. As
educators, we presume a great many things about our students every year! Teachers of general
education students presume that a student CAN do it, until they demonstrate that they cannot.

We should always presume competence in every student; however, many people do not
always presume such competence for many students with disabilities. Often, instead of
presuming they can, we assume they can’t. Presuming the student is incompetent can be a big
barrier for students with ASD. We must always remember each student is an intelligent and
capable human being with many skills and talents.

Because many students may not talk, may not follow directions, or may not seem to be
paying attention, many are likely to think they can’t learn. These attitudes are hurtful to students
on the spectrum! Research shows us that students do better when they are taught by people who
believe in them. Every educator and paraprofessional should believe in their student and always

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presume competence! In this next video, you will see an individual with ASD describe how she
feels using a communication device.

Slide 16 Video example: Carly

In this next video, you will see an individual with ASD describe how she feels using a
communication device.

Reporter: Her name is Carly and for most of her thirteen years, she has been locked inside her
own world diagnosed with severe autism and developmental delay.

Father: People would absolutely assume that this was a severely impaired, incapable kid,
incapable of communication and pretty much right or wrong.

Reporter: But her parents never did. From the time she was four, Carly got 25-40 hours a week
of behavioral therapy and speech therapy.

Speech Pathologist: And we tried hard get her to talk verbally, but it just wasn't in the cards for
Carly.

Reporter: But one day two years ago, sitting at a computer, she surprised them all.

Father: Carly just spelled uh, help, hurt, and she typed teeth. And, we had no idea that she could
actually spell.

Carly: I can't talk with my mouth but I learned how to spell and I can talk on my computer.

Reporter: Working slowly, she revealed what it's like to live with severe autism.

Carly: People just look at me and assume that I am dumb because I can't talk or act differently
than them. I think people get scared with things that look or seem different than them.

Reporter: Carly began writing how she wanted to be treated like any other teenager, emailing her
father at work and asking could she go on a date.

Father: We were stunned. I mean we realized inside was this intelligent, articulate, emotive
person that we had never met. This was just unbelievable because it opened up a whole new way
of looking at her.

Reporter: When I tired making conversation with Carly she would not play back. I'll tell you
anything you want to know. Her finger hovered over the keys for hours until I brought up my
teenage son. He wants to play football.

Speech Pathologist: Ah, she's smiling, see? It's going to be something funny.

Reporter: Are you embarrassed?

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Speech Pathologist: Come on, we want to hear what you have to say.

Reporter: yes, I guess he's cute. Then, there was this recent exchange:

Barb: How cute are you, Carly?

Carly: I'm so cute, blind people stop and stare.

Father: it's you know two years that we've been communicating and every time she writes
something there's a little bit of that sense of awe.

Reporter: A year after we first met Carly, she is happier, calmer, more independent.

Father: Get this in the pan, OK?

Reporter: She's even writing a novel.

Carly: I think that humankind is just oblivious to things that have been around for many years.

Reporter: She also has her own internet blog and twitters regularly answering questions from
people all over North America.

Father: I think Carly knows that she now has a voice that can help other kids. Now, she looks at
herself as someone who can make a mark on the world and that's got to be life changing.

Reporter: What do you hope for Carly now?

Father: I want her to be happy. I want her to have dreams and goals and accomplish those goals
in spite of her challenges.

Carly: I think the only thing I can say is don't give up. Your inner voice will find its way out.
Mine did.

Slide 17: Provide respectful support

 We must also remember that there will be times these same students require support.
 Provide support that always demonstrates respect.
 Teach the student to be independent.
 Provide support that promotes positive peer interactions.

As we presume competence in our students with ASD, we must also remember that there
will be times these same students require support. There are several key points to remember as
you provide support: One, Provide support that always demonstrates respect. Any assistance you
provide should be done in both a dignified and respectful manner. Two, Teach the student to be

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independent. The more YOU do, the LESS the student learns to do on his or her own. Think
about the things you do for the student and ask yourself, should the student learn to do this? If
the answer is yes, then teach the student the steps so he or she can gain independence. Three:
Provide support that promotes positive peer interactions. If you find yourself constantly
hovering at the student’s side, you may be interfering with peer interactions and decreasing
independence. Make sure your presence and support promotes peer interactions and does not
interfere with them! Let’s look at some examples.

Slide 18: Provide respectful support

Student
Julia is a nonverbal student with ASD and is entering high school.
Competence
Julia’s educational team understands her challenges but also knows her capabilities and they
encourage her take more math classes.

Student
Maddie’s paraprofessional hands her the math book, pencil and workbook during math class.
Competence
Maddie’s paraprofessional teaches her how to independently get out her supplies at the
beginning of math class.

Student
Valerie is now 12 years old. When she goes into the hallway, the paraprofessional walks beside
her and holds her hand.
Competence
The paraprofessional realizes the need for a more independent arrangement and begins to walk
beside her, and then later behind her.

Student
Jeff is in a general education science class. A paraprofessional sits right beside him at the lab
table in science.
Competence
The paraprofessional notices that the other students do not want to sit at the table with an adult so
she moves to the table behind
Jeff to facilitate peer interaction.

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Slide 19: Think About It!

 Locate the "Think About It!" entitled: Jerome.

 Read the section about Jerome.
 Describe how you would presume competence in the areas of communication for
Jerome.

Let’s take a moment and complete a Think About It! activity. Locate the Think About It!
paper entitled “Jerome.”

Jerome is a nine year old boy with autism. He is nonverbal and uses a communication
device to communicate. The device has nine pictures on it. Each picture is of something he
enjoys such as a cookie, slide, and computer. You are supporting Jerome while he is in the
cafeteria. While in the cafeteria he has to go through the lunch line. He has to order and pay for
his food. He sits with his classmates at a table in the back corner of the room. Describe how you
would presume competence in the areas of communication for Jerome.

Slide 20: Thoughts!

 Here are some ways to presume competence:

o Listen to and respect the wishes of the student and family you are supporting,
even if those desires are in conflict with your beliefs.
o Talk to the person in an age appropriate voice and about age appropriate topics.
o Talk to the person in an age appropriate tone of voice.
o Use the student’s communication system when talking to them.
o Talk directly to the student with ASD.
o Avoid talking about the student with ASD in front of him / her.

Here are a few simple things you can do to show you presume the student to be
competent and you respect them. Here’s a list to help you.

Listen to and respect the wishes of the student and the family you are supporting, even if
those desires are in conflict with your beliefs. Everyone has the right to make choices and to
make mistakes, this includes students with ASD. Don’t let your belief system get in the way of
the students rights. For example, if Kevin likes to stay up late and watch the late show on
television with his parents even though he is often tired and sluggish at school in the morning it
is the choice of the parents and Kevin to allow for a late bedtime. You have to respect the choice
of the family even if you think he should get more rest in order to be better prepared for the
school day.

Talk to the person in an age appropriate voice and about age appropriate topics. You will
talk to a student in high school differently than you will talk to a young student in elementary
school. Your tone of voice and the words you use will more than likely be different. What you
talk about will be different too. Pay attention to the words, phrases, and topics that typically
developing students are in engaging in and use these when talking to the student with ASD.

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 Talk to the student in an appropriate tone of voice. Use the student’s communication
system when talking with them. Talk directly to the student with ASD. Often we will speak to
the adult or peer who is with the student with ASD rather than talking directly to the student.
Avoid talking about the student with ASD in front of them. Avoid talking about the student in
front of their peers. Avoid talking where others can over hear. No one likes to be talked about,
especially negatively, so be careful what you say and where you say it. This list is not
exhaustive but provides some general guidelines. Can you think of any other ways to show the
student with ASD respect?

Slide 21: Privacy and confidentiality

 Every person has the right to privacy regarding events in their life.
 Confidentiality means that any information you learn about the student should
remain private.
 It is critical to remember that everything you learn about a student is confidential
and must not be shared with anyone in the school or outside of the school.

Every person has the right to privacy regarding events in their life. This is certainly true
for our students with ASD. Confidentiality is sometimes difficult to understand and is sometimes
broken accidentally. This happens when we do not fully understand the scope of this
responsibility. Confidentiality means that any information you learn about the student should
remain private. As a person supporting student’s with ASD, it is critical to remember that
everything you learn about a student is confidential and must not be shared with anyone in the
school or outside of the school.

Slide 22: General rules for confidentiality

o The student’s program is private and should not be shared with others.
o Any information about the student and / or family is a private matter.
o The student is to only be discussed with relevant individuals.
o Any conversations about a student are to be conducted in areas where they cannot
be overhead.
o Student records and documents are to be kept confidential.

Here are some general rules for maintaining confidentiality. The student’s instructional
program is private and should not to be shared with others. Any information about the student
and/ or family is a private matter and should not to be shared with others. The student is to only
be discussed with relevant individuals. The relevant individuals are typically the student’s team
members. Everyone who supports a student must be aware of who these individuals are and only
share information with these people. Any conversations about a student are to be conducted in
areas where they cannot be overheard by anyone else. Student records and documents are to be
kept confidential. Maintaining confidentiality requires appropriate storage and disposal of
anything that contains information about the student.

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Slide 23: Guidelines for maintaining confidentiality

o Never discuss the student / family with your friends and family.
o Never discuss information about a student / family in a public place.
o Never discuss a student with another student.
o Never share information concerning a child or parent with another parent.
o Store documents in safe locations.
o Obtain written consent.
o Never create a personal file about a student / family.
o Never take the child’s file home.

Remember, it is your legal responsibility to keep personal information about a child and
their family confidential. When maintaining confidentiality, there are several helpful guidelines.
They include: Never discuss the student or family with your personal friends and family
members. Never discuss information about a student or family in a public place. Conversations
can be overheard even if you think no one knows the student you are discussing. Never discuss a
student with another student.

Never share information concerning a child or parent with another parent. If a parent asks
you about another student, you can simply tell a parent that all student information is
confidential, and you are not able to share this with them. They will respect your integrity and
will want the same for their child.

Store documents in safe locations. Documents such as the student’s Individualized

Education Plan or a Behavior Support Plan must be kept in a secure place where other people
entering the room cannot see it. It is easy to have data sheets lying openly on a table or desk. Be
cautious of this practice and be extra aware when there are visitors in the classroom.

Obtain written consent before taking and using photographs or videos and make sure the
intent and use of these items is clearly defined for the student and family. Never create a personal
file on a child or family. Of course, you will have professional files, but never create a personal
file for your own use. We all love our students, and sometimes this can be tempting to capture
great moments! Never take the child’s official file home. This is the file that is kept in the
school’s office. This is to be kept under lock when not in use, so store it appropriately.

Slide 24: Apply It!

 Locate the Apply It! entitled: Confidentiality.

 Answer the following questions:
o Who are the appropriate people in which you can discuss the student or students
with ASD that you support.
o Where in the building are confidential documents stored? Who has access to
these documents?
o Are there procedures for viewing confidential documents? If so, what are they?

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Locate the Apply It! entitled “Confidentiality” and answer the following questions. Who are the
appropriate people in which you can discuss the student or students with ASD that you support?
Where in the building are confidential documents stored? Who has access to these documents?
Are there procedures for viewing confidential documents? If so, what are they?

Slide 25: Safety

 Every morning, a student is placed in your care and every day, you must maintain a
student’s basic human rights throughout the day.
 There is one last crucial piece to basic human rights: SAFETY.
 EVERY paraprofessional supporting a student with ASD must realize that safety must be
the TOP PRIORITY for our students.

Every morning, a student is placed in your care, and every day, you must maintain a
student’s basic human rights throughout the day. As you’ve seen throughout this presentation,
there are several factors you must balance including dignity, respect and confidentiality. Yet,
there is one last crucial piece to basic human rights: safety. Every paraprofessional supporting a
student with ASD must realize that safety must be the top priority for our students.

Often, we see shocking examples of dangerous and hurtful practices regarding students
with ASD on the evening news. It is crucial that we put a stop to such human rights violations
by learning more about ASD, appreciating the student with ASD’s strengths and challenges and
by learning how to proactively and positively support the student with ASD. As you go through
this course, remember that everything we teach you will help you provide the student with ASD
the care that he or she deserves.

Slide 26: First: Do no harm

 Students should remain free from harm AT ALL TIMES.

 Harm comes in many different forms:
o Physical abuse
o Verbal abuse
o Neglect
o Excessive force

It should also go without saying that all students should remain free from harm at all
times. Harm can come in a lot of different forms. It can be in the form of physical abuse. It can
be in the form of verbal abuse. It can be in the form of neglecting the student. It can also be in
the form of using excessive force.

Slide 27: Provide supportive touch

 Physical touch can provide support or encouragement:

o High five
o Pat on the back

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 o Help a student take off a coat, write the letter ‘B’ or clap hands
o Guide or direct the student to their desk or a corner

However, there are ways to use physical touch that do not cause harm to the student and
can even be used to provide positive support or encouragement. For example, you can give the
student a high five. You can provide a pat on the back. You can touch the student to provide
physical assistance to complete many different tasks. For example, you can physically help the
student to take off his coat, to write the letter “B” or to clap his hands.

You can also touch the student when he or she is showing problem or disruptive
behavior. For example, the student who got up from his desk can be gently physically guided
back to his desk. The student who is upset and is having a tantrum can be gently directed to the
corner of the classroom. The student who is throwing items can have his hand blocked when he
starts to throw.

However, the use of physical handling of a student is limited. Whether the physical
interaction is supposed to help him complete a task or is supposed to stop a behavior it should do
no harm. Physical interactions are to be done for the purpose of providing a safe and effective
support that will help keep the student or others free of harm and/or help the student complete a
learning task successfully. If you have any questions about what is and is not appropriate use of
physical contact with a student, ask your supervising teacher immediately.

Slide 28: Prevent danger

 Paraprofessionals help students engage in behaviors that will prevent danger!

 We teach students to terminate behaviors that are harmful such as darting into a parking
lot without first looking for cars.
 If you see behaviors that are unsafe, intervene immediately.
 Talk with the supervisory teacher about these behaviors so they can be stopped.

Paraprofessionals often play the role of eyes and ears for our students. In this role, we
help students engage in behaviors that will prevent danger, such as teaching a student to ask for
attention instead of hitting himself, or teaching an adolescent with Asperger’s Syndrome how to
notify an adult if bullied. We also teach students to terminate behaviors that are harmful such as
darting into a parking lot without first looking for cars.  If you see behaviors that are unsafe, you
are to intervene immediately. You also must talk to your supervisory teacher about these
behaviors so they can be stopped, and the team can determine how to make sure the student stays
safe.

On the next slide, you will see a short video clip that asks you to reflect on what we have
discussed in this presentation. You will listen to background music as you view photos of
students with autism, as well as concepts from this module that help you reflect on dignity and
respect and the role of the paraprofessional, including:  supporting the student’s communication,
sensory and cognitive challenges while also appreciating strengths, abilities and encouraging
independence.

VCU-ACE Dignity and Respect 15

Slide 29: Video summary: Dignity and respect

In this next video, you will see some of the most important aspects of being a paraprofessional to
a student with ASD.

Today’s classroom includes teachers, students, and paraprofessionals!  Paraprofessionals work

with ALL kinds of students!  And that includes students with ASD!  Here’s what every Para
should know about ASD!  Students with ASD need your PATIENCE.  Sensory challenges make
the world very scary.  Communication is hard sometimes.  Being social is confusing.  Remember
that I’m not being bad.  It’s just that I don’t know what to do.  Show me what to do and I can do
it.  With the right support I can accomplish a lot!  Remember, sometimes it’s that I can’t do it,
not that I won’t do it.  No matter my struggles, I also have many strengths!  Each student with
ASD is unique in their abilities!  Paraprofessionals work as part of a TEAM.  That team includes
teachers, parents, and above all, the STUDENT with ASD!  Paraprofessionals respect boundaries
and provide support only when needed!  Paraprofessionals know when to step back and
encourage independence.  Paraprofessionals support interaction.  Paraprofessionals support
families.  Paraprofessionals are PROACTIVE and POSITIVE!  At the end of the day,
remember…The child with autism is simply a child. 

Slide 30: Summary

 Every person deserves basic human rights.

o 1st right: Dignity and respect
o 2nd right: Privacy
o 3rd right: Safety
 Treat the person with ASD as you would want to be treated!

Remember, every person deserves basic human rights. The first right is that every person
should be treated with dignity and respect. The second is that every person has the right to
privacy regarding events in our life. The third is that every person has the right to be safe. As a
person providing support to students with ASD you must always respect these rights and treat the
person with ASD as you would want to be treated.

Information for this presentation is from Virginia Commonwealth University's Autism Center for
Excellence (VCU-ACE) that is funded by the Virginia State Department of Education (Grant #
881-61172-H027A100107). Virginia Commonwealth University is an equal
opportunity/affirmative action institution providing access to education and employment without
regard to age, race, color, national origin, gender, religion, sexual orientation, veteran's status,
political affiliation, or disability. If special accommodations or language translation are needed
contact (804) 828-1851 VOICE -- (804) 828-2494 TTY

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