OIBAIBuilt for paraeducators, from day one
What to do, why it works, and who says so.
Ask what is happening in your classroom right now. Get a practical answer grounded in special education research and trusted practice resources, with every source named and explained.
- Every answer names its source and explains what it says
- Supports your judgment instead of replacing it
- Never asks for information about you or your students
What do I do when a student refuses to start their work?
Before the work starts, give a short, positive reminder of what getting started looks like, and offer a choice about how to begin, such as which part to do first. Keep that first chunk small. The moment the student starts, name what they did well, and keep praise well ahead of corrections.
Ask a generic chatbot. Then ask OIBAI.
A general AI assistant will give you a list of reasonable ideas without saying where they come from. OIBAI gives you one place to start and names the research or practice resource behind it, so you can check it and decide what fits your student.
“How do I help a student stay on task without standing over them?”
The goal is to replace your physical presence with predictable structure. A student is more likely to stay on task when they know exactly what to do, how long they need to work, and when you’ll check back.
- Make the task concrete. Instead of “Work on your assignment,” try “Complete questions 1–5, then put a checkmark next to each one.”
- Set a check-in point. Say, “I’ll come back in 15 minutes to see what you’ve completed.” Then actually return. This reduces the need for you to hover.
Six more suggestions follow.
No source given
Give the student a way to prompt themselves, such as a short checklist or picture schedule they mark off as they go. Then step back and check in briefly on a regular schedule, naming something specific they are doing well, rather than hovering. Once that is working, have them set a goal and track their own progress. Center on PBIS, 2025
The paperwork, in plain language.
Paraeducators are handed IEP goals, behavior plans, and accommodation lists written for lawyers and specialists, then asked to implement them. OIBAI translates the jargon into plain language.
From the IEP
“Given a situation when the student becomes upset, frustrated, or angry, they will use a self-regulation/coping strategy (movement break, deep breathing, quiet space break, deep pressure/heavy work activity, etc.) to avoid engaging in an unexpected behavior, with one reminder, in 80% of opportunities over a two-week period.”
Sample goal from an Idaho Training Clearinghouse guide, 2024. Student name removed.
In plain language
When the student gets upset, frustrated, or angry, they should use one of their calming strategies instead of acting out: a movement break, deep breathing, a break in the quiet space, or heavy work like carrying or pushing something. You can give one reminder. The goal is 8 times out of 10 over two weeks.
Paste only the wording. Leave out names and anything that could identify a student.
The research
The largest workforce in special education is also the least trained.
OIBAI exists because of a gap the research has documented. Read the evidence behind the product.
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OIBAI is a prototype in testing. It does not provide medical, legal, or diagnostic advice, and it is not a substitute for district training, supervision, or team decision making.
Questions entered into OIBAI are not covered by FERPA or other student privacy laws. Do not enter student names or any other detail that could identify a student.