BSA Strategies and Student Independence

What is one effective way for a BSA to help a student become more independent in completing tasks?

• Complete the task for them

• Wait until the student asks for help

• Use a visual schedule and fade prompts over time

• Reprimand the student for not finishing quickly

A student is unsure how to ask for a break. How should the BSA respond?

• Ignore the behavior to teach resilience

• Prompt the student with a break card or model the request

• Take the student out of the room without explanation

• Tell the student to wait until the next scheduled break

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

What is an appropriate advocacy action a BSA can take during task?

• Speak over the student to ensure their needs are heard

• Share what you think the student means

• Make the decision for them

• Prompt the student with a card or model the request

Which strategy promotes student self-advocacy?

• Telling the student what to do every step of the way

• Encouraging the student to express their needs and make choices

• Limiting choices to reduce confusion

• Only using consequences to shape behavior

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RL.8.10

A BSA notices a student is repeatedly asking for help with tasks they know how to do. What should the BSA do?

• Ignore the student to force independence

• Provide the answer to save time

• Encourage the student to try on their own first

• Complete the task for the student

Tags

CCSS.RI. 9-10.10

CCSS.RI.11-12.10

CCSS.RL.11-12.10

CCSS.RL.9-10.10

CCSS.RI.8.10

Why is it important for a Behavior Support Assistant not to speak about a student in front of them as if they aren't there?

• It saves time and helps decisions get made faster

• It allows the student to focus more on their work

• It can be disrespectful and discourages the student from advocating for themselves

• Students don’t usually understand what’s being said anyway

How can a BSA effectively support a student who struggles with transitions?

• Ignore the student's behavior during transitions

• Provide a visual schedule and give advance warnings

• Rush the student to move faster

• Remove the student from the activity

What is a constructive way for a BSA to handle a student's frustration during a task?

• Complete the task for the student

• Ignore the student's frustration

• Model calm behavior and offer a break if needed

• Tell the student to stop complaining

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3

Which approach helps a student develop problem-solving skills?

• Encourage the student to brainstorm solutions

• Tell the student there is only one correct way

• Provide the solution immediately

• Discourage the student from asking questions

Tags

CCSS.RI.1.1

CCSS.RI.2.1

CCSS.RI.3.1

CCSS.RL.2.1

CCSS.RL.3.1

What is a proactive way for a BSA to prepare a student for a change in routine?

• Wait until the last minute to inform the student

• Provide a visual countdown and discuss the change in advance

• Ignore the change and hope the student adapts

• Tell the student they have no choice but to adapt

Tags

CCSS.RL.11-12.3

CCSS.RL.6.3

CCSS.RL.7.3

CCSS.RL.8.3

CCSS.RL.9-10.3