Make yourself available in the way the child finds helpful. Being assigned to help does not mean constant proximity, prompting or questioning. Agree a signal with the teacher so the child does not receive competing instructions. Follow the child's communication preferences and the planned supervision for a break.
Help the child reconnect with the lesson without having to explain themselves repeatedly. Tell the teacher which adjustment helped, and challenge a plan that repeatedly increases distress. A successful response may be stepping back. Your role is not to secure compliance at any cost. Use space and communication and the shared plan.
For bullying or exclusion, use the instructions for this role.