Starting the new year in a new role as a one-on-one educator, but unsure how to set yourself and your student up for success? Here are some research-based best practices you can add to your toolbox.

Starting the new year in a new role as a one-on-one educator, but unsure how to set yourself and your student up for success? Look no further! Every educator can benefit from growing their ability to support and build relationships with their students, but it is especially important for educators who work with students with special needs. For example, one study in the Journal of School Psychology shared that their, “findings highlight the need for training for both teachers and paraeducators in cultivating close, low-conflict relationships with autistic students. Such support will likely reap academic benefits for students as emotional security at school and strong school relationships can enhance academic engagement”<a href="https://www.sciencedirect.com/science/article/abs/pii/S0022440524000414" rel="noopener noreferrer" target="_blank">1</a
 >. While connecting and communicating effectively comes more easily to some than others, these are skills that everyone can learn with practice. Here are some research-based best practices you can add to your toolbox.


 If you’re just getting started in a one-on-one role, intentionally building relationships (rapport building or pairing) may be a new strategy for you. However, it is recognized as an essential skill for anyone working with students. In fact, the Council for Exceptional Children’s Core Competencies for Special Education Paraeducators even lists “establish and maintain rapport with learners under the guidance of the instructional team”<a href="https://exceptionalchildren.org/paraeducators/core-competencies-special-education-paraeducators" rel="noopener noreferrer" target="_blank">2</a> as a core competency. Little can be accomplished without first getting to know your student. Here are some tips for building rapport:

<ul>
 <li style="margin-left:20px">Ask questions! What does your student enjoy? Who are their friends? What motivates them? What food makes them say ‘yuck!’? You won’t know unless you ask!</li>
 <li style="margin-left:20px">Listen to them. When your student shares something or asks a question, listen! For some of our students, communication takes a lot of effort and bravery. Show your support and encouragement!</li>
 <li style="margin-left:20px">Share a bit about yourself. While you don’t need to give a student your entire life story, sharing some (appropriate) interests and background can help you feel like less of a stranger. You might even have something in common!</li>
 <li style="margin-left:20px">Have fun together! Be willing to join in with activities and games when appropriate. Students appreciate having fun with you!</li>
</ul>

One benefit of building rapport is gaining a deeper understanding of your student’s mindset and possible triggers. A stressful test or interaction with peers can be frustrating for anyone, and our students are no exception. By applying your knowledge of your student you are well-equipped to help anticipate possibly triggering situations and help your student self-regulate and de-escalate when these situations occur. You may also be able to implement motivational strategies or preferred activities to help your student when they need it most. Relationships are key! For more rapport-building tips, check out our CCE blog post <a href="https://www.crosscountry.com/blog/rapport-building-tips-for-tas-sped-aides-and-behavior-aides" rel="noopener noreferrer" target="_blank">Rapport Building Tips for TAs, SpEd Aides, and Behavior Aides</a> or see this <a href="https://www.pbisrewards.com/pbis-incentives/" rel="noopener noreferrer" target="_blank">Ultimate List of #PBIS Incentives</a> from PBIS Rewards for more motivational ideas!

 Another important aspect of supporting and understanding your student is helping to foster independence. Part of getting to know them is learning when they can do something on their own and encouraging them to try. After all, they won’t always have you next to them! Plus, an overreliance on adult support can do more harm than good. One study encourages ‘helping not hovering’, noting “adults may inadvertently be strengthening the student’s cue and prompt dependence. To some extent, many students are initially dependent on cues and supports from the adults who teach them. This starting point needs to change so that adults are increasingly aware of fading their supports to allow students greater autonomy.”<a href="https://www.researchgate.net/publication/252204530_Helping_or_Hovering_Effects_of_Instructional_Assistant_Proximity_on_Students_with_Disabilities" rel="noopener noreferrer" target="_blank">3</a> One common method of fostering independence is “fading”. This is a planned and purposeful dialing back of prompts in order to allow a child to take more ownership of their actions and learn to function with more self-direction. There are many resources to explore encouraging independence, including your supervising teacher!

No matter if it’s your first time in the classroom or you’re a returning veteran, it is always a good time to learn more about best practices. Check out our CCE resources below to continue building your skills!
<ul>
 <li style="margin-left:20px"><a href="https://rise.articulate.com/share/QYpNcEOyNgO5L_eBAOXNLDt238RVD-YF#/" rel="noopener noreferrer" target="_blank">Teaching Students Grit</a></li>
 <li style="margin-left:20px"><a href="https://rise.articulate.com/share/diYrC-XXN8TfQbZC-hYpe0bTAvno8Sdh#/" rel="noopener noreferrer" target="_blank">6 Strategies to Support English Language Learners</a></li>
 <li style="margin-left:20px"><a href="https://rise.articulate.com/share/NhofH2Vg-PJ-heSaqGfkktoQlwp6uQcO#/" rel="noopener noreferrer" target="_blank">Classroom Management: Transitions</a></li>
</ul>
<h4>References</h4>
<ol>
 <li style="margin-left:20px">Narmene Hamsho, Melissa Collier-Meek, Hayley McAvoy, Jan Blacher, Abbey Eisenhower, Relationships of paraeducators and teachers with their autistic students, Journal of School&nbsp;Psychology, Volume 105, 2024, 101321, ISSN 0022-4405, <a href="https://doi.org/10.1016/j.jsp.2024.101321" rel="noopener noreferrer" target="_blank">https://doi.org/10.1016/j.jsp.2024.101321</a>. (<a href="https://www.sciencedirect.com/science/article/pii/S0022440524000414" rel="noopener noreferrer" target="_blank">https://www.sciencedirect.com/science/article/pii/S0022440524000414</a>)</li>
 <li style="margin-left:20px">Council for Exceptional Children, Core competencies for special education paraeducators. Council for Exceptional Children. (2022, March 16). <a href="https://exceptionalchildren.org/paraeducators/core-competencies-special-education-paraeducators" rel="noopener noreferrer" target="_blank">https://exceptionalchildren.org/paraeducators/core-competencies-special-education-paraeducators</a>&nbsp;</li>
 <li style="margin-left:20px">Giangreco, M.F., Edelman, S., Luiselli, T.E., &amp; MacFarland, S.Z. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7–18. <a href="https://www.researchgate.net/publication/252204530_Helping_or_Hovering_Effects_of_Instructional_Assistant_Proximity_on_Students_with_Disabilities" rel="noopener noreferrer" target="_blank">https://www.researchgate.net/publication/252204530_Helping_or_Hovering_Effects_of_Instructional_Assistant_Proximity_on_Students_with_Disabilities</a></li>
</ol>
 
&nbsp;

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