How should a paraprofessional support a student's independence?

How should a paraprofessional support a student's independence?

• A. Do everything for them.
• B. Waiting for the teacher to assign tasks.
• C. Encouraging them to do as much as possible.
• D. Limit tasks to avoid mistakes.

Answer: (C)

Promoting independence means guiding a student to do tasks with as much autonomy as possible, while providing just enough support to help them succeed. A paraprofessional supports this by encouraging the student to try tasks first, offering brief prompts or cues to get started, and then fading those prompts as the student becomes more capable. This approach helps build the student’s self-determination, problem-solving, and confidence, transferring skills across settings and activities. For example, you might model the first step or provide a small prompt to begin, then let the student complete the rest, checking together afterward. Emphasize effort and strategy use, not just correct outcomes, and gradually remove prompts as mastery grows. Doing everything for the student stunts growth in independence. Waiting for the teacher to assign tasks is passive and wastes opportunities for practice. Limiting tasks to avoid mistakes reduces chances to learn from mistakes and to build necessary skills.

Promoting independence means guiding a student to do tasks with as much autonomy as possible, while providing just enough support to help them succeed. A paraprofessional supports this by encouraging the student to try tasks first, offering brief prompts or cues to get started, and then fading those prompts as the student becomes more capable. This approach helps build the student’s self-determination, problem-solving, and confidence, transferring skills across settings and activities. For example, you might model the first step or provide a small prompt to begin, then let the student complete the rest, checking together afterward. Emphasize effort and strategy use, not just correct outcomes, and gradually remove prompts as mastery grows.

Doing everything for the student stunts growth in independence. Waiting for the teacher to assign tasks is passive and wastes opportunities for practice. Limiting tasks to avoid mistakes reduces chances to learn from mistakes and to build necessary skills.