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In special education, some students with significant needs require one-on-one adult support from a paraprofessional. However, these paraprofessionals often lack adequate training and support. Special education teachers frequently report feeling unprepared and ill-equipped to provide the necessary training. To address this, we used a multiple-baseline across participants design to examine the effects of a paraprofessional training program on rates of behavior-specific praise (BSP), student on task behaviors, and paraprofessionals' reported levels of confidence in supporting behaviors. Participants were three paraprofessional-student dyads consisting of a one-on-one paraprofessional and a first or second grade student with special needs at an urban public school serving grades PreK-3. The intervention program included BSP training, role play, and case discussion. One paraprofessional also required an additional coaching element. Visual analysis of the data indicated that the intervention was effective in increasing rates of paraprofessional delivered BSP, but did not have a clear impact on student on-task behaviors. The study highlights the importance of ongoing professional development and support for paraprofessionals in implementing evidence-based strategies. [ABSTRACT FROM AUTHOR]

As the teacher shortage continues to sweep the country, Grow Your Own (GYO) programs designed to attract and prepare more individuals into the teaching ranks are gaining national attention, particularly those targeting special education. Assisting paraprofessionals who work with students with disabilities has long been considered as one strategy among the array of ideas to grow more teachers and retain them. The solution includes GYOs that provide paraprofessionals with tuition support to earn their degrees and teaching certificates. Yet, little is known about outcomes of programs that fund paraprofessionals to become teachers. The state of Florida funded GYO program has compiled outcome data on more than 200 paraprofessionals who received tuition support to obtain their degrees. Data support the notion that when provided with financial assistance, paraprofessionals do earn their degrees and apply for teaching certification. Retention data also indicate that they remain certified at commendable levels. [ABSTRACT FROM AUTHOR]

In this convergent mixed methods design study, single-subject and qualitative data were collected concurrently to provide an in-depth picture of the impact of a modified schema-based instructional intervention. The intervention was delivered using instructional trials embedded across general education math lessons and a modified concrete-semi-concrete-abstract instructional sequence. This study investigated the impact of the intervention on the word-problem-solving, strategy use, and concept acquisition of three students with extensive support needs. The paraprofessional-delivered intervention was implemented in elementary general education mathematics classrooms using embedded instruction and focused on teaching students to solve addition and subtraction word-problems. Single-subject data indicated that all three students learned to solve word-problems given concrete materials but needed more time to master the use of semi concrete supports. Qualitative data indicated that students used taught and untaught strategies to solve word-problems, and mastered addition word-problems before subtraction when they were taught simultaneously. Data were integrated in narrative format to explore how strategy use and concept acquisition related to student word-problem-solving performance. Limitations and implications for research are discussed. [ABSTRACT FROM AUTHOR]

Paraprofessionals are important members of special education teams. In particular, the experiences of paraprofessionals who support students with autism spectrum disorder may provide valuable insights and thus merit qualitative research. In this narrative study, the relevant experiences of Turkish paraprofessionals are investigated. Findings reveal four themes, namely, working stories, issues experienced, motivational sources, and professional development needs. Moreover, the participants expressed professional and emotional satisfaction despite difficulties. The findings may direct further research efforts toward the formulation of strategies that can alleviate the challenges experienced by paraprofessionals. [ABSTRACT FROM AUTHOR]

Paraprofessionals have increasingly served as a support service for students with disabilities. Yet, scholars have urged caution in the overuse of assigning paraprofessional supports. Furthermore, it is unclear how states provide guidance to local stakeholders in determining the best use of paraprofessionals. Thus, in this study, we conducted a state-by-state analysis of documents depicting guidance for paraprofessional supports. We identified states that offered comprehensive frameworks to support practitioners while allowing teams to maintain the autonomy to make decisions on a case-by-case basis. However, we also found that few states offered guidance, particularly with regard to navigating tensions between student need and potential risks. We rely on a Disability Studies framework to discuss implications for policy, practice, and future research, particularly in how states might provide robust guidance that assists schools in building an accommodating and inclusive environment rather than focusing solely on student characteristics framed as deficits. [ABSTRACT FROM AUTHOR]

Paraprofessionals support teachers and students in the classroom. Their roles and responsibilities vary; however, their goal is always to improve student achievement. The purpose of the study was to fill a gap in the literature related to special education paraprofessionals' perceptions, attitudes, and beliefs on the support and trainings they receive prior to and during their job as a paraprofessional for students in a special education setting. Generic qualitative methodology was used to capture the thoughts, experience, and perceptions of 42 paraprofessionals across the United States. Data collection included an eightquestion online questionnaire. Results of the study revealed five patterns including (a) paraprofessionals are coming in with some training, (b) their ongoing training is not always consistent, (c) the biggest areas of struggle are addressing challenging behavior, (d) their education does not always prepare them for the responsibilities in the classroom, and (e) further support is needed for them to fulfil their responsibilities. After further analysis and synthesis, the five patterns were then condensed into two overarching themes which included paraprofessional training deficits and need for behavior support training. These findings are significant to school leaders and educators in order to properly support paraprofessionals in their roles of ensuring student learning and success. [ABSTRACT FROM AUTHOR]

There is a critical issue of special education teacher shortages in the United States. Student populations, many of whom are multilingual and have disabilities, continue to grow while there is a decrease in the teaching workforce. One policy initiative developed to combat the teacher shortage is the Assistant to Teacher Program. The Assistant to Teacher Program is a school district policy that aims to fill high-need teacher vacancies by supporting paraprofessionals to become certified teachers in a career advancement cohort. This qualitative study examines the working experiences of multilingual paraprofessionals in special education and their perceptions of the Assistant to Teacher program within their school district. A thematic analysis reveals the bureaucratic and financial obstacles that multilingual paraprofessionals encounter in their career advancement, and their working conditions specific to special education as linguistic liaisons. Findings from the study are then linked to recommended policy actions intended to mitigate special education workforce disparities. [ABSTRACT FROM AUTHOR]

Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included. [ABSTRACT FROM AUTHOR]

The professionalization of paraprofessionals through training is elemental in providing supports to students with disabilities. Through a systematic review of experimental studies (n = 18), we sought to explore the mechanisms of paraprofessional training programs, and the fidelity of implementation of those programs. For inclusion, studies were required to report paraprofessional and student outcomes related to interventions aimed at the improvement of challenging student behaviors. This review was conducted within the ProQuest database using ERIC and PsychInfo. Findings indicate that when trained, paraprofessionals successfully implement communication-based interventions as the primary means for reducing challenging student behavior. However, training program adherence is seldom reported in replicable detail. Furthermore, paraprofessional training is mostly delivered by a researcher and conducted in a one-on-one setting, using multiple training methods such as didactic instruction and coaching with feedback. Unfortunately, these training models are hardly feasible or replicable within authentic school settings. As such, researchers are called to report training treatment adherence with more clarity and detail so that we may begin the work of teaching pre-service educators these effective training methods. This study did not include training programs that provided academic interventions and thus is limited in scope. [ABSTRACT FROM AUTHOR]

One relatively low-cost mechanism to assist teachers serving many English learner (EL) students and struggling readers is to hire, train, and manage paraprofessionals to provide supplementary instruction to such students. This study evaluated a program in which one district provided instructional aides to all first-grade teachers in the lowest-performing schools. To estimate program effects on reading, we used matched comparison schools in two research designs. One was a comparative interrupted time-series design, which compared school-level test score averages for treatment and comparison schools before and after program implementation. The other analyzed student-level test scores in these schools before and after the program. Both yielded positive estimates of program effects, significant at the p <.10 and p <.05 levels. [ABSTRACT FROM AUTHOR]

Schools rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs). However, paraeducators often lack formal training in implementing evidence-based practices. Traditional methods of professional development are not effective at producing long-term changes in classroom staff. Prior research shows that paraeducators can implement skills with high fidelity when provided experiential training or coaching; however, most research has included researcher-as-trainer for paraeducators. Training delivered by special education teachers (SETs) may be a more sustainable training framework. We conducted a systematic and quality review of research on SET-delivered training to improve paraeducators' implementation of skills for supporting SWDs. We identified 11 studies with moderate or high methodological rigor and found behavioral skills training was the most common method used by SETs to train paraeducators. Contextual variables including participant characteristics, target skills, and procedural fidelity were synthesized to provide a summary of strengths and gaps in the research. [ABSTRACT FROM AUTHOR]

Although educational policies differ across countries, there appear to be clear commonalities across a global context in some aspects of the utilisation of special education paraprofessionals and their relationships with special education teachers. Research and federal education policies in the United States highlight the importance of ensuring access to general education curriculum and settings for students with disabilities. In response to students’ needs for support in general education settings, schools have widely turned to the utilisation of paraprofessionals, which can present challenges. This qualitative study explored the perspectives of 64 special education teachers and paraprofessionals across 11 focus groups, focused on the key issues that arise when working together to support students with disabilities in general education settings. We used inductive qualitative analysis to identify four themes of key issues, related to: (a) shared ownership of student learning, (b) planning and implementing appropriate supports, (c) navigating collaborating roles, and (d) facilitating the bridge between general and special education. We offer recommendations for future research and practice, including for teachers, paraprofessionals, administrators, and teacher preparation personnel. [ABSTRACT FROM AUTHOR]

Dr. Ginger Blalock has been an elementary and secondary special educator, a community college career counselor and instructor, and a professor of special education. Her teaching areas included learning disabilities, instructional methods in special education, career development/transition education, paraprofessional preparation, trends/issues in special education for doctoral students, and strategies to support inclusive education. Her research primarily focused on preparing diverse youth with support needs for adulthood. Publications included chapters on strategies for collaboration, Transition and Students with Learning Disabilities, (lead co-author) Using Community Transition Teams to Improve Transition Services (lead co-author), and the transition module series published by PRO-ED, Inc. She retired after 21 years at the University of New Mexico as professor emerita, where she held numerous roles, including division director of educational specialties, program coordinator (chair) of special education, and coordinator of the Special Education Emphasis in Learning/Behavioral Exceptionalities. [ABSTRACT FROM AUTHOR]

There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals' perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals' responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals' perceptions align with their practice. [ABSTRACT FROM AUTHOR]

Paraeducators assume a range of responsibilities to assist school members in supporting students who receive special education services under the Individuals with Disabilities Education Act (2004). These responsibilities often include supporting the behavioral needs of students with extensive support needs. Given the growing adoption of school-wide positive behavioral interventions and supports (PBIS) as a framework for supporting students’ social, emotional, and behavioral needs and increasing reliance on paraeducators among schools in the United States, we conducted an exploratory survey study of 82 paraeducators to explore their involvement and perceived importance of involvement in various PBIS aspects, perceived barriers and facilitators of involvement in PBIS, and their interest in professional development to learn about PBIS. Our findings suggest that, although paraeducators valued involvement in PBIS, their overall level of involvement was low across most aspects. Common barriers included limited training and membership on PBIS teams, and paraeducators viewed in-district workshops and one-on-one coaching and mentoring as the most preferred approaches for learning about PBIS. [ABSTRACT FROM AUTHOR]

In this article, we describe the self-directed change made by a rural elementary school in response to a data-based examination of its service-delivery model that revealed its lowest performing students were spending most of their time with the school's least qualified staff. This mixed-method case study describes (a) why and how the school shifted personnel deployment and utilization, (b) factors that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school's overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research. [ABSTRACT FROM AUTHOR]

Paraprofessionals are an essential part of special education. School districts increasingly rely on paraprofessional support to meet students' needs, but formal professional development opportunities vary. A lack of training in effective instructional strategies is potentially problematic for the efficacy of support staff. A multiple-baseline across participants single-case research design examined the effects of a manualized teacher-to-paraprofessional coaching intervention to increase the rate of behavior-specific praise by paraprofessionals. Participant dyads (paraprofessionals and special education teachers) taught in a rural public elementary school serving third- through fifth-grade students. The collaborative multicomponent training program included self-monitoring, performance feedback, goal setting, modeling, and action planning. Analyses encompassed primary author visual analysis, masked visual analysis by three independent raters, and nonparametric statistical analysis. The intervention resulted in increased use of behavior-specific praise across all four paraprofessionals and participants indicated good social validity. Discussions include implications for future research and practice. [ABSTRACT FROM AUTHOR]

Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed‐method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a sample of 215 paraprofessionals from 62 schools, results indicated that paraprofessionals deliver interventions and supports to individual and small groups of students, often serve students who exhibit disruptive classroom behavior, and students who are eligible for special education services. Work setting consists primarily of a single classroom (general or special education) with multiple students. Paraprofessionals reported receiving 1–2 h of workshop‐based professional development per year which is not job‐embedded in the classroom settings. Nearly all participants reported the need for additional training in one or more topic areas with behavior management strategies, the most frequently identified are of training need. Implications for practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine how paraprofessionals and other service providers participate in co‐teaching with a certified special education pre‐Kindergarten teacher during dual language (DL) instruction. The study took place in two DL special education preschool classrooms located in an urban public school district in the southwestern US. The district enlisted paraprofessionals as lead Spanish instructors when the lead teacher was not bilingual in Spanish and English to implement the DL programme effectively. Participants were one special education teacher, two paraprofessionals and one teaching artist, who participated in a year‐long professional development programme to employ drama strategies to develop children's Spanish and English literacy skills and promote inclusion. Findings indicated that the participants utilised multiple co‐teaching models to collaborate and meet the needs of their students during English and Spanish instruction. Through co‐teaching, all educators had opportunities to take lead and supporting roles in instruction. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the effects of special educators' delivery of training that included an initial training session and follow-up coaching on paraprofessional implementation of an evidence-based practice for students with autism spectrum disorder (ASD). Three special educators each trained a paraprofessional in their classroom to implement functional communication training (FCT) to address the challenging behavior of a student with ASD. The training procedures incorporated the following aspects of behavioral skills training: instruction, modeling, rehearsal, and feedback. Training from special educators resulted in high levels of paraprofessional FCT implementation that maintained over time for two paraprofessionals. Special educators and paraprofessionals found the training to be practical and effective. We present implications for practice and future research directions for paraprofessional training models focused on challenging behavior interventions. [ABSTRACT FROM AUTHOR]

In this paper, the guest editors consider the direction of research on teaching assistants (TAs), and how academics can elevate the field within the spheres of education and the social sciences. We begin by unpicking, and endorsing, Giangreco's idea of applying the 'Maslow's Hammer test' (expressed in this special issue) to manuscripts about studies of TAs and inclusion to journal editorship and peer review processes. The purpose of the test is to address the disproportionate attention paid by researchers to a set of narrow and recurring interests, and to open up new lines of inquiry and discussions about the innovative methodological approaches required to operationalise them. Secondly, we describe a persistent and urgent research gap: the shortage of international data on TAs. Given the pre-eminence of TA deployment as a means to facilitate access to and participation in mainstream education for pupils with special educational needs, we argue that the continued lack of large-scale data on TAs' characteristics, experiences, practices and impact poses a risk to advancing the global inclusion agenda. Finally, we make a call for expressions of interest in establishing an international research network to help expand, empower and raise the esteem the field of scholarship on TAs. [ABSTRACT FROM AUTHOR]

Inclusive behaviour management and the roles of the various stakeholders involved continues to be of concern in education. As paraprofessionals within mainstream classrooms, many teaching assistants (TAs) assist with managing disruptive behaviour. This article explores how TA and teacher teams manage disruptive behaviour situations in 14 inclusive urban schools in Catalonia. Behaviour cases were reported by 17 TAs and 12 teachers through semi-structured interviews. A thematic analysis produced three main categories under which results are organised: roles; coordination; and behaviour management procedures. The experiences reported reflect the importance of having more than one adult in a classroom to manage quality, reciprocity and to avoid excessive responsibility delegation. Limits must be consensual, coherent, contextualised and consistent between all stakeholders involved in education, including the students themselves. Finally, teachers and TAs share proactive strategies for prevention and anticipation, and reactive strategies for de-escalating behaviours. [ABSTRACT FROM AUTHOR]

A significant increase in the paraprofessional workforce has occurred internationally, aimed at facilitating inclusive education. Within Ireland, this is evidenced in the SNA scheme for pupils with significant care needs. This paper focuses on the constructs of SNA support and pupil independence, as based on large-scale research across 20 Irish mainstream primary classes. The study was modelled on Strand 2 Wave 1 of the UK's 'Deployment and Impact of Support Staff' project, involving systematic observations and case studies. Following qualitative and quantitative analysis, findings serve to expand the construct of pupil independence beyond adaptive behaviour to include themes of pupil voice and psychological empowerment. The research also highlights both positive and negative educational practices to support pupil independence including SNA rotation, SNA–pupil proximity and prompting. Results are discussed in light of previous national and international research. Future directions of the SNA scheme are presented, including the potential of scaffolding theory to advance applied practices. Limitations of the research are acknowledged, including implications for research, theory, policy and practice. This research presents as the first Irish study to examine the SNA role using systematic observations, serving to extend existing research on the complex relationship between paraprofessional support and pupil independence. [ABSTRACT FROM AUTHOR]

In the Netherlands, the trend towards inclusion has led to the development of a 'To School Together' programme in which students with profound intellectual and multiple disabilities (PIMD) receive tailored care and education during the school day in a special classroom ('To School Together' class) within a mainstream school. Besides shared activities with other students with disabilities in the 'To School Together' classroom, inclusion moments are organised in which students with PIMD engage in activities with typically developing peers. A teaching assistant (TA) is present to support the student with PIMD. In this study, we explored the type of activities offered during these inclusion moments, the interaction between students with PIMD and their peers, and the role of TAs. Video recordings were made of three inclusion moments for eight students with PIMD. We coded the contact initiations of students with PIMD, their peers and TAs, and the responses to these initiations. The results show a total of 246 contact initiations by peers where students with PIMD responded positively 82 times, TAs attempted to facilitate interactions 55 times and students with PIMD responded positively 11 times. Based on our findings, we make several recommendations that can guide inclusive practices for students with PIMD. [ABSTRACT FROM AUTHOR]

Internationally, teacher assistants (TAs) have emerged as a prominent feature of inclusive educational service delivery and existing research has focused extensively on their roles, training and supervision. In the context of this special issue on TAs, this article describes reasons why relying extensively on TAs as a central feature of inclusive educational service delivery can be problematic and provides suggestions of what educational teams can do when considering the use of TAs. Recommendations for future research are offered that encourage the field to explore existing gaps while remaining cognisant of the contributions of TAs. [ABSTRACT FROM AUTHOR]

Paraprofessional support to enable access to education has developed in differing directions in a range of countries. In Ireland, the role of the special needs assistant has focused on supporting the additional care needs of children with special educational needs to ensure their participation in lessons. The role of the special needs assistant (SNA) was considered crucial as Irish mainstream schools adapted to delivering more inclusive learning environments. Support provision has been recently reconceptualised and within this model special needs assistants are now designated as Inclusion Support Assistants with a very specific care role excluding any teaching activity. This research draws on data from a longitudinal study of SEN provision with a specific focus on the role of SNAs within Irish schools. Findings indicated that the contribution of special needs assistants was highly valued by education stakeholders. It is suggested that the evolution of the SNA role in Ireland can support schools in adopting a flexible approach to create inclusive learning environments. [ABSTRACT FROM AUTHOR]

Based on street-level bureaucracy, this study investigates the paraprofessional role and assignments in self-contained classrooms for students with intellectual disabilities in Sweden. The research design contains a mixed method approach using a digital questionnaire for paraprofessionals (N = 60) and semi-structured interviews with four special teachers and five paraprofessionals. The results demonstrate that paraprofessionals cooperate with special needs teachers and have a supportive role working with students throughout the day. A lack of support for paraprofessionals' professional development and few opportunities for them to co-plan, co-teach and co-assess with special needs teachers is said to hinder this advancement. The complexity of being both an educator in the classroom and a caregiver taking the responsibility for students' wellbeing, peer-to-peer relations and care orientated work tasks are discussed. [ABSTRACT FROM AUTHOR]

The reliance on teaching assistants (TAs) for inclusion is discussed in relation to the quality of instructional support. Swiss policy stipulates two distinct models for TAs working in mainstream classes: they can either be employed to work with a particular pupil with special educational needs (SEN) or be employed as a general aide to provide support for the whole class. This article describes a study investigating teachers' and TAs' interactions with pupils during individual seatwork based on observational video data and examining how these reflect the roles foreseen for TAs. The analysis is based on videos of 90 minutes in each of the 31 primary school classes with TA and teacher being present. Results of the video analysis of individual seatwork demonstrate that TAs interact longer with pupils with SEN and pupils with lower attainment levels than teachers do. The analysis of the content of instructional support reveals that TAs often use transmissive approaches, i.e. telling a pupil how to tackle a task or even provide the correct answer, whereas co-constructive support, such as scaffolding, is less prevalent. The findings are discussed regarding their relevance for policy and the development of practice. [ABSTRACT FROM AUTHOR]

The paraeducator workforce as well as the breadth of their responsibilities to serve students in special education has increased considerably in public schools. Unfortunately, research to identify the most effective methods for training paraeducators has not kept pace. Addressing this dynamic, through an implementation science framework, requires a better understanding of contextual factors. In this study, focus groups (FGs) with paraeducators and teachers were conducted to examine (a) responsibilities, training needs, and related issues of paraprofessionals; (b) training needs and related issues of teachers as supervisors of paraeducators; and (c) factors that support or impede special educators' self-efficacy and their perception of competence of their colleagues. Four FGs, homogeneous based on role and assignment (mild vs. moderate-to-severe disabilities), were conducted utilizing a semistructured interview protocol. Qualitative content analysis revealed important challenges and training-related deficiencies experienced by both teachers and paraeducators, as well as suggestions for addressing these issues. [ABSTRACT FROM AUTHOR]

Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood–age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described. [ABSTRACT FROM AUTHOR]

The assistant workforce is a constituent presence in all schools. Progressive reconfiguration of the role has resulted in a hybrid position, with assistants customarily navigating power relationships in the hierarchy of the school. This paper employs Bourdieu's theory of social fields, in particular, his system of relations, as a means to consider the intersection of habitus and capital amongst assistants in special schools in Northern Ireland. Using this analytic approach, focus group interviews with Classroom Assistants and Health Assistants explored their current deployment, their interaction with each other and with teachers. Data was collected from 47 participants across 7 special schools, with interviews transcribed and thematically analysed. Findings revealed assistants as a workforce in transition, whose conventional habitus has been steadily disrupted by a supply and demand culture often at variance with the origins of the post. Whilst such divergence has the potential to create a site of struggle, the burgeoning social and cultural capital held by assistants has, instead, re‐configured their perceived position within the special school environment, creating more porous professional boundaries and an increasingly fluid professional identity. These explanatory insights offer a fresh perspective for further research into this pivotal yet under‐researched group in Northern Ireland. [ABSTRACT FROM AUTHOR]

Although paraprofessionals are pivotal forthe educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher’s social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practicesin the classroom environment.

This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

The prominence of paraprofessionals in the education of students with severe disabilities highlights the importance of ensuring special education teachers provide effective supervision and support. The authors conducted in-depth individual interviews with members of nine educational teams—a total of 22 teachers and paraprofessionals—to identify (a) the competencies they consider important for special education teachers to work effectively with paraprofessionals and (b) their recommendations for equipping teachers to develop these competencies. Participants identified 10 competencies addressing three areas contributing to balanced leadership: knowledge, skills, and dispositions. They also recommended eight avenues for leadership development spanning three broad pathways: university-based preparation, school/district support, and personal development. The authors' findings suggest the need to embed development of these competencies within existing training and support programs for teachers. The authors offer recommendations for future research and practice targeting teacher development in these areas. [ABSTRACT FROM AUTHOR]

Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and implement a systematic prompting hierarchy. We demonstrated a functional relation between the teacher-implemented training and paraprofessional acquisition of the strategies, and paraprofessional implementation coincided with increased student communication. This study replicates previous findings that paraprofessionals can be trained to implement evidence-based practices to promote use of alternative/augmentative communication, and extends this literature by demonstrating that a classroom teacher can deliver paraprofessional training effectively. [ABSTRACT FROM AUTHOR]

Coaching has been shown to improve the use of evidence-based instructional practices (EBIPs), but relatively few studies have been conducted to assess the effectiveness of coaching for adults belonging to minority groups and paraprofessionals in public elementary school settings. In this study, a multiple probe design across participants was used to assess the effectiveness of coaching and the provision of feedback on the use of prompting procedures and associated practices for three adults supporting three young students with autism in a self-contained elementary school setting. Results showed improved use of target practices and increased student engagement. More research is needed regarding the training and coaching of teaching teams and the use of evidence-based coaching and feedback practices to assist paraprofessionals in implementing EBIPs with small groups of students and in a variety of educational settings. [ABSTRACT FROM AUTHOR]

The authors share practical ways to collaborate with paraprofessionals to encourage their professional growth and support their effectiveness as they work directly with students. [ABSTRACT FROM AUTHOR]

Video prompting is effective for teaching a variety of skills (e.g., daily living, communication) to students with autism and intellectual disability; yet, little research exists on the efficacy of these strategies on academic skills, in inclusive settings, and with typical intervention agents. Authors collaborated with paraprofessionals to select socially important academic skills (i.e., literacy, social studies, science, and math) aligned with students’ IEPs and content taught in their inclusive classes. Results from the multiple probe across participants and skills design indicated a functional relation between the paraprofessional-delivered video prompting and correct responding to academic tasks for all three elementary students with autism and intellectual disability. Implications for practitioners, study limitations, and recommendations for future research are discussed. [ABSTRACT FROM AUTHOR]

BACKGROUND: Paraprofessionals play an integral role in educating students with Autism Spectrum Disorder (ASD). Students with ASD have unique learning characteristics which require specialized knowledge and skills in order to support them effectively in schools. However, paraprofessionals often do not receive the training needed to support this student population. OBJECTIVE: Delivering effective professional development to paraprofessionals is essential to the success of these students. METHODS: A model for delivering online professional development to paraprofessionals on a statewide level was implemented and evaluated. RESULTS: The evaluation concentrated on whether the online course changed the perceived knowledge and implementation of evidence-based practices and the attitudes of paraprofessionals toward students with ASD. CONCLUSION: Additionally, the existence of a relationship between occupational characteristics and participants' reported knowledge was explored. [ABSTRACT FROM AUTHOR]

Although paraprofessionals are pivotal for the educational success of learners with autism, limited professional learning opportunities are provided resulting in inadequate application of evidence-based practices in their work. In this participatory action research study, thirty-six paraprofessionals participated in professional learning utilizing workshops and a commercially available professional learning platform, Rethink. The study included didactic training, video-based modeling and applied practice activities in the classroom. Paraprofessionals improved their knowledge and self-efficacy in the application of evidence-based practices. Supporting classroom teacher's social validity also reported improved paraprofessional performance. These findings suggest a possible avenue for supporting paraprofessional professional learning via integrating web-based technology to access video models paired with traditional professional learning methods to improve the application of evidence-based practices in the classroom environment. [ABSTRACT FROM AUTHOR]

Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the function of the student's problem behavior was to escape instructional demands. We used a multiple probe across behavior design to test the efficacy of video modeling and performance feedback on the paraprofessional's implementation of three evidence-based instructional plans that incorporated high rates of positive reinforcement. Training strategies resulted in high rates of paraprofessional implementation fidelity, and paraprofessional implementation translated into improved student outcomes. These results provide an illustration of how effective paraprofessional training can promote learning for a student with severe disabilities and challenging behavior. [ABSTRACT FROM AUTHOR]

Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single-case-design studies in which researchers tested the efficacy of practitioner training on implementation of educational practices to students with disabilities. We found publication of studies has proliferated in recent years, and most studies involved a multiple-baseline or multiple-probe design, researchers as training agents, in-service special education teachers or paraprofessionals as trainees, and students with learning disabilities or autism spectrum disorder as recipients of intervention. Through visual analysis, we detected 521 effects out of 626 opportunities across studies. The mean d-Hedges-Pustejovky-Shadish effect size was d = 2.48. Behavioral-skills training was associated with the most consistent improvement of implementation fidelity. We found statistically significant associations between implementation fidelity and modeling, written instructions for implementation, and verbal performance feedback. [ABSTRACT FROM AUTHOR]

Delivering individualized learning interventions to students with autism spectrum disorder (ASD) is daunting for education professionals already stretched to capacity meeting needs of all of their students. Paraprofessionals (paraeducators) can assume integral roles in classroom support and management, but they may not be consistently trained in delivery of specialized intervention and instructional methods. We looked at using the technology of web-based video modeling with additional brief, in-person verbal corrective feedback to increase fidelity in paraprofessionals' delivery of instruction using discrete trial teaching (DTT), an applied behavioral analysis (ABA) intervention for youth with ASD that has extensive research showing effectiveness. Students (n = 4) were ages 6-11 with ASD and mild to moderate intellectual disability. Paraprofessionals (n = 4) had minimal or no prior training in DTT or ABA. Over 4-6 weeks, results included large effect sizes for fidelity improvement of paraprofessionals and skill improvement in students. By the end of the intervention, all paraprofessionals reached 90% fidelity. Social validity was strongly endorsed by the paraprofessionals. These results have implications for schools with skilled personnel shortages, particularly in rural and other underserved areas. [ABSTRACT FROM AUTHOR]

Ensuring educational progress for students with moderate-to-severe developmental disabilities requires exposure to well executed evidence-based practices. This necessitates that the special education workforce, including paraprofessionals, be well-trained. Yet evidence regarding effective training mechanisms for paraprofessionals is limited. A multiple baseline design across five teachers was used to evaluate the impact of online instructional modules and a Practice-Based Coaching (PBC) model with teacher-as-coach on their paraprofessionals' fidelity of discrete trial training (DTT). Implementation of the instructional modules yielded little to no change in paraprofessionals' DTT fidelity, however, a clear functional relation between PBC and improvement in paraprofessionals' fidelity of implementation of DTT was demonstrated. Implications for future research and practice are discussed. [ABSTRACT FROM AUTHOR]

This survey research investigated the experience of Ohio districts using paraprofessionals assigned to special education students. This study provides a unique statewide description of district experience. Based on themes from the literature and preliminary conversations with educational practitioners in Ohio, the survey conceptualized district experience in five domains: role definition, assignment, supervision, training, and pay. Survey respondents (n = 184) included district superintendents and staff from Educational Service Centers and State Support Teams. Findings, overall, suggest that districts confront challenges in even defining the role of paraprofessional, and that assignment, supervision, and training are often haphazard in Ohio districts; furthermore, that wages are low. These findings suggest that district leadership in Ohio typically pays little attention to the use of special education paraprofessionals. Recommendations are included for research and district-level practice. [ABSTRACT FROM AUTHOR]

A substantial challenge confronting public education systems across the world is the employment and retention of high-quality paraprofessionals (also known as teaching assistants and educational assistants). The current study expands upon previous research by employing a mixed methods design to examine the relationship between paraprofessionals' perceptions of their responsibilities and the corresponding satisfaction and issues relating to their job in the USA. Analytic induction through the generation of themes was used to analyse the qualitative data and revealed that paraprofessionals perceive or demonstrate issues relating to three primary domains: confusion of responsibilities in different contexts, relational power dynamics between paraprofessionals and teachers, and satisfaction based on both monetary compensation and recognition. In addition to the qualitative findings, researchers designed the paraprofessional perception survey, a quantitative survey measuring the concept of paraprofessional perceptions relating to their job. Results from the survey analysis revealed similar findings across domains. Additional results, practice implications and directions for future research are discussed. [ABSTRACT FROM AUTHOR]

Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for students with severe disabilities. Through in-depth interviews with 22 teachers and paraprofessionals comprising nine educational teams, we examined educator perspectives on what influences the quality of their professional relationships, as well as how their perspectives on these influences converged or diverged. Teachers and paraprofessionals identified five themes of influences to the quality of their relationships: teacher influences, paraprofessional influences, shared influences (i.e., related to the collective efforts of teachers and paraprofessionals), administrative influences (i.e., related to school and district leaders), and underlying influences (i.e., related to contextual or other factors). The findings highlight the complex nature of these relationships and emphasize the importance of supporting teachers and paraprofessionals as they work together to meet the needs of students with severe disabilities. We offer recommendations for future research and practice aimed at strengthening the quality and impact of special educator-paraprofessional collaborations. [ABSTRACT FROM AUTHOR]

Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms. Teachers and classroom assistants were engaged in instruction or support 98% and 91% of the time, respectively. One-to-one assistants were engaged in instruction or support 57% of the time. Classroom assistants’ and one-to-one assistants’ engagement was significantly correlated. The low rate of one-to-one assistants’ engagement suggests an inefficient use of an important resource. [ABSTRACT FROM AUTHOR]

The absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for the importance of proactively developing inclusive models of special education service delivery, this article describes: (a) the types and source of the data upon which the exemplar model is based, (b) a set of underlying assumptions, (c) school demographic parameters upon which the exemplar model is based, (d) a comparison of 13 key variables between their actual averages in sampled schools with their proposed status in the exemplar model, and (e) nine conceptual and programmatic shifts designed to accompany the structural changes presented in the exemplar model. The article concludes with implications for practice and future research. Overall, the exemplar model is offered as a starting point to spur discussion, creative problem solving, and action planning to explore model development suited to local contexts. [ABSTRACT FROM AUTHOR]