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Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school paraprofessionals who received behavior support coaching and served 163 elementary school students from 27 schools. Behavior support coaches used observational data to identify student behavior needs, set goals, prioritize intervention supports, and monitor progress toward goals. Results revealed inappropriate physical and verbal behaviors were most often targeted as behavior goals. Coaches and paraprofessionals and classroom teachers utilized a broad range of research‐based behavior interventions, with token economy and behavioral contract most often implemented. Results indicated significant change in observed student nonengagement and inappropriate physical behaviors when these are targeted as behavior goals. Implications of these findings for research and school practice are presented. Practitioner Points: Token economy, behavioral contract, and response cost raffle are popular behavioral interventions used with children who have or are at risk of developing disruptive behavior disorder.Aligning a behavior intervention to a specific behavior goal makes it more likely that the intervention will be effective.However, intervention effects can also generalize to behaviors that are not targeted in a behavior goal, showing "carryover effects." [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]

Behavior skills training (BST) with ongoing coaching is an effective form of professional development that creates sustained educator practice change and improves student outcomes. We provide a model for how BST can be used to improve the implementation of evidence-based practices with both teachers and paraprofessionals, the latter of whom often do not receive professional development opportunities or coaching. We propose a model for BST with digital tools that can be used in face-to-face, hybrid, and virtual formats, which is timely given the pandemic. A vignette with a dyad of educators is used to illustrate the model and examples of fidelity and coaching forms are included. A figure of the BST process with visual supports provided to the educators is included. [ABSTRACT FROM AUTHOR]

Over recent decades, teacher aides (TAs) have had an increasing presence in mainstream classrooms internationally, providing vital support to students and teachers on a daily basis. Although the evolution of the role has given rise to many implicit and explicit shifts in TAs' responsibilities, opportunities for TAs to develop and shape their own identities within school contexts remain limited. Set in Australia, our study responds to calls for TAs to be afforded 'a voice' to contribute to the improvement of the teaching pedagogy used in their schools. We sought to investigate TAs' perspectives on their school's pedagogical framework, based on the TAs' lived experiences of carrying out their roles in the classroom. A total of 23 TAs from a primary school in Queensland completed an online survey, which included questions that invited the TAs' views on the main approaches and strategies embedded in the school's pedagogical framework, and their reflections about the strengths and challenges of using it. Descriptive statistics were produced from the survey data and open responses were analysed qualitatively. The analysis suggested that the TAs felt they had good knowledge and understanding of the teaching pedagogy and were confident and supportive of its use in the school. Participants cited student self-confidence in their learning, and improved academic results for children with diverse learning needs and those working beyond year-level expectations, as key strengths of the pedagogy. However, time constraints and student behaviour were seen as challenges to the success of the teaching pedagogy. Whilst these findings are focused on one school, understanding TAs' perspectives on their school's teaching pedagogy as they go about their classroom work offers a starting point for further study into an important but insufficiently explored area of research. It highlights the need for TAs to be included as valued partners in their schools' pedagogical journeys. [ABSTRACT FROM AUTHOR]

Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on paraprofessional practices and student outcomes. Qualitative analysis highlighted themes related to behavior strategies use, including 94 "other" strategies. Paraprofessionals across conditions reported use of a range of behavior management strategies and were more likely to use consequence‐based than antecedent‐based strategies (χ2 = 381; p <.001; df = 1). Coached paraprofessionals reported greater use of reminding or reinforcing classroom rules and praising for appropriate behavior than controls. No group differences in overall strategy use (χ2 = 1.20; p =.273; df = 1) or overall perceived effectiveness (t = −1.45; p =.149; df = 755) were found. Implications of findings for practice and research are presented. Practitioner point: Paraprofessionals use more consequence‐based behavior management strategies.With coaching‐based behavior management training, paraprofessionals engage in more positive behavior management strategies.Paraprofessionals report no differences between behavior management strategy use and perceived effectiveness. [ABSTRACT FROM AUTHOR]

In our generation, there is an undoubted rise in the use of social media and specifically photo and video sharing platforms. These sites have proved their ability to yield rich data sets through the users' interaction which can be used to perform a data‐driven evaluation of capabilities. Nevertheless, this study reveals the lack of suitable data sets in photo and video sharing platforms and evaluation processes across them. In this way, our first contribution is the creation of one of the largest labelled data sets in Flickr with the multimodal data which has been open sourced as part of this contribution. It incorporates multimodal data, combining information from various sources such as user profiles, photo metadata, and crowdsourced features. Predicated on these data, we explored machine learning models and concluded that it is feasible to properly predict whether a user is a professional photographer or not based on self‐reported occupation labels and several feature representations out of the user, photo and crowdsourced sets. We also examined the relationship between the aesthetics and technical quality of a picture and the social activity of that picture. Finally, we depicted which characteristics differentiate professional photographers from non‐professionals. As far as we know, the results presented in this work represent an important novelty for identifying expertise in the domain of photography, which researchers from various domains can utilise for related applications. [ABSTRACT FROM AUTHOR]

Doctors and paraprofessionals operate in stressful environments that jeopardize their well-being and quality of care. E-healthcare systems have been promoted by government initiatives (e.g., HITECH act) to support healthcare services. Recent evidence suggests, however, that these systems contribute to job strain. Drawing on findings from a qualitative study and proximity and homophily theories, we integrate the healthcare context to develop and test a research model of friendship network ties among and between doctors and paraprofessionals as a coping mechanism for alleviating job strain. We test our model in a year-long field study in a hospital that implemented a new e-healthcare system, with two waves of data collected from 152 doctors and 731 paraprofessionals. Our findings move beyond the classical view of friendship as a conduit of coping by suggesting that the source of friendship network ties could reduce or aggravate strain as doctors and paraprofessionals continue to interact with the system over time. [ABSTRACT FROM AUTHOR]

Abstract Higher education and student affairs (HESA) graduate students share similar experiences to medical students to find their professional specialty during their training. This study uses a professional socialization framework to understand how 13 HESA master’s-level students at a large research institution in the Midwest determine their preferred functional area for the first full-time role. Utilizing thematic analysis on document and interview data, four themes emerged related to pre-HESA program mentorship; exposure to and experiences in functional areas; feeling connected to others through identities and lived experiences; and the student-facing versus non-student-facing nature of HESA work. These findings raise implications for faculty and supervisors to tailor coursework and fieldwork that optimize exposure to and reflections on a variety of functional areas. Recommendations for future research address additional internal and external motivations of HESA graduate students in determining their specialty choice in the profession. [ABSTRACT FROM AUTHOR]

This paper studies the potential impact of 'paid translation crowdsourcing' on translators' status through a corpus study of discourses found in language industry websites. It has been argued in Translation Studies literature that in this model crowdsourcing companies attempt to redefine translation 'professionalism' or 'competence' as a monolithic notion to include a dynamic range of price segments supposedly associated with degrees of translation competence and fitness-for-purpose. The results of the corpus study show that industry websites present a range of 'expertise' or 'skillset' in which different levels of translation competence associated with different content types and fit-for-purpose tiers coexist. The study concludes that published materials in themselves do not display the potential to impact the status of translators negatively, but rather the opposite: the website materials reinforce that for some content types or high-quality levels, high levels of expertise and professionalism are required. Nevertheless, this might not be necessary for all translation projects, content types and-or client needs. [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]

Tutoring ranks among the most versatile and potentially transformative educational tools available. Dozens of randomized experiments have evaluated preK–12 tutoring programs, varying widely in approaches, contexts, and costs. This article presents results from a systematic review and meta-analysis of tutoring field experiments. We develop a framework for understanding variation in tutoring program impact and examine effect sizes (ESs) across a range of characteristics. We find that tutoring programs yield consistently substantial positive impacts on learning, with an overall pooled ES of 0.288 SD (SE = 0.029, p <.001). ESs tend to be largest for programs that use teachers or paraprofessionals as tutors, are held in earlier grades, occur at least 3 days per week, and are held during school. [ABSTRACT FROM AUTHOR]

Background: For young people who engage in non-suicidal self-injury (NSSI), receiving negative responses to their NSSI can pose a barrier to future help-seeking. This qualitative study aimed to explore helpful and unhelpful ways in which professionals and non-professionals respond to NSSI, from the perspectives of individuals with lived experiences of NSSI. Methods: Semi-structured interviews were conducted with 20 outpatients (6 males, 14 females) aged 17 to 29 years from a tertiary psychiatric hospital in Singapore, who had reported engaging in NSSI behavior in an earlier study. The interviews were audio recorded and transcribed verbatim. Thematic analysis was used to identify themes and subthemes in the data. Results: Professionals' responses were organized into three main themes: 'prescribing solutions without understanding needs', 'disapproval or judgment', and 'helpful responses'. Non-professionals' responses were organized into four main themes: 'emotionally charged responses', 'avoidance and inaction', 'poor understanding of reasons for NSSI', and 'providing tangible support and acknowledging NSSI'. Participants also described how unhelpful responses negatively impacted their willingness to seek help. Conclusions: Our findings provide a better understanding of responses to NSSI that are considered helpful and unhelpful, and can be used to improve existing guidelines on responding to NSSI. [ABSTRACT FROM AUTHOR]

This paper, underpinned by sociocultural theory, investigates how a Bachelor of Education in-service programme seeks not only to provide a teaching qualification for Early Childhood Development practitioners but also to address issues of epistemological access for these paraprofessionals in two predominantly disadvantaged South African provinces. Further, based on contextual understandings, the paper explores the preparation of these practitioners through a Bachelor of Education programme for a future in resilient and agile schools in the Eastern and Northern Cape provinces of South Africa. The paper further explores through literature the granting of epistemological access to paraprofessionals and through a subsequent paper the outcomes of enabling and supporting that access. The paper concludes by making recommendations for the preparation of paraprofessionals in the Foundation Phase, through in-service degree programmes in Higher Education. [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]

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator's use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary knowledge of one preschool child with a language delay. Employing a single-case design method, the paraeducator was trained on three strategies (i.e., question/evaluate, expansions, and repeat) embedded within the context of shared book reading. Results indicated the paraeducator implemented the strategies with fidelity, corresponding child-level data was also positive. The paraeducator reported feeling more confident in her ability to implement the strategies. Implications for future research are discussed. [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]

The present study was undertaken to assess the feasibility and scalability of training volunteers in churches and faith-based nonprofit organisations to serve as mental health paraprofessionals. Feasibility was assessed using a post-training survey as well as participant feedback (n = 48). For the scalability phase, training was moved online and available on-demand. Participants who completed the training online were asked to complete an anonymous survey (n = 1024). Responses to post-training surveys during the feasibility phase were overwhelmingly positive as was participant written and verbal feedback. Responses to the online survey during the scalability phase showed that most mental health coaches were actively using the skills they acquired in the training to support individuals living with mental health concerns. Placing paraprofessionals in existing networks such as churches offers those in psychological distress an easily accessible form of support and may help to address the current mental health workforce gap. [ABSTRACT FROM AUTHOR]

This study focuses on undergraduate student paraprofessionals who facilitated peer study groups for academically challenging college courses. A grounded qualitative research study of these student facilitators at an institution identified their professional identity development in unexpected ways that went against written policies for teacher attitudes and behaviors. Rather than perceiving themselves as peer study group facilitators following a narrow job description, many of them referred to themselves as teachers and acted accordingly, breaking the boundaries of behavior established by the study group program administrator. This article unmasks this professional identity emergence, postulates the mechanism for this choice, presents a model to explain it, and makes recommendations for talking openly about this identity and the subsequent behaviors that occurred as a result by the facilitators and the implications for the PAL program. [ABSTRACT FROM AUTHOR]

As the population ages in Japan and worldwide, the number of informal caregivers, such as family members, providing nursing care to older individuals is increasing. Among caregiving tasks, repositioning care, which causes lower back pain, is frequent and burdensome for caregivers. Therefore, we developed a position-changing device that can adjust and support the care recipient's body in the lateral position. This was a feasibility study of the device-assisted care provided by non-professionals using the device we developed. Of the 40 healthy volunteers enrolled, 17 simulated caregivers and 17 simulated care recipients finally participated in the study. One caregiver and one care recipient were paired to engage in two types of care: device-assisted care and manual care. Furthermore, the care provided by the caregiver and received by the care recipient were evaluated. Non-professionals were able to use the device successfully and safely after a short period of practice, and both caregivers and care recipients rated the device-assisted care positively. The study results suggest that informal caregivers can also provide safe and comfortable care that is less burdensome than manual care by using a caregiver-assistive device. [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]

Although previous research suggests the use of classroom management strategies can support student engagement and learning, gaps in the literature still exist including the frequency of classroom management strategies in small‐group instruction. The purpose of this descriptive study was to measure the frequency of paraprofessionals' (n = 94) classroom management strategies within the context of a small‐group intervention for kindergarteners at‐risk of reading difficulties. This study contributes to the field by finding that trends described in previous studies continue to be demonstrated in this targeted instructional setting, in particular, regarding the infrequent use of praise with students at‐risk of academic failure. The results of paired‐sample sign tests suggest that when providing corrective feedback, paraprofessionals were more likely to specifically label the behavior being reprimanded. However, paraprofessionals infrequently labeled the specific behavior being reinforced when praising students. Practitioner points: This study found that trends seen in whole‐class instruction are also seen in the more targeted setting of small‐group instruction.Paraprofessionals infrequently used specific praise or proactive classroom management strategies but frequently used corrective feedback.It is important for paraprofessionals to be trained to manage behaviors because paraprofessionals often share instructional and noninstructional responsibilities with the lead teacher. [ABSTRACT FROM AUTHOR]

Copyright of Izmir Katip Celebi University Faculty of Health Sciences Journal / İzmir Katip Çelebi Üniversitesi Sağlık Bilimleri Fakültesi Dergisi is the property of Izmir Katip Celebi University, Faculty of Health Sciene Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

Education support staff work closely with students with disability, yet often receive little training or professional learning in evidence-based practices. This study sought to provide an initial indication of the effectiveness of novel, co-designed, evidence-based online professional learning courses (AllPlay Learn) for education support staff. A total of 323 education support staff working in primary and secondary schools in Victoria, Australia, completed the courses and participated in this study. The results indicated significant improvements in their self-reported knowledge about disability (r = 0.68 and 0.71) and self-efficacy in engaging in inclusive classroom practices (r = 0.62 and 0.62) after taking part in the professional learning course. Analysis of open-ended questions found further support for these gains. These findings provide support for co-designed, evidence-based online professional learning that addresses disability-specific domains of inclusive classroom practices in education. [ABSTRACT FROM AUTHOR]

The supply of school mental health (SMH) providers and services cannot meet the demand of students in-need, and this gap is expected to widen in coming years. One way to increase the reach of helpful services for youth is to grow the SMH workforce through task-shifting to paraprofessionals. Task-shifting could be especially promising in expanding Motivational Interviewing (MI) interventions, as MI can be molded to target a number of academic and behavioral outcomes important to schools. However, no review of training exclusively paraprofessional samples in MI has yet been conducted. The current paper provides a scoping review of 19 studies of training paraprofessional providers to use MI to evaluate trainee characteristics, training content and format, and outcomes. Of these 19 studies, 15 reported that paraprofessionals improved in using MI following training. Nine studies reported that task-shifting MI was positively received by clients and/or providers. Six studies examined task-shifting MI in youth-serving contexts, and four examined the practice in traditional school contexts, suggesting its potential for use in SMH. Other findings and implications, such as client behavior change and provider fidelity, are shared, along with ideas for advancing research, practice, and policy in this subfield. [ABSTRACT FROM AUTHOR]

Firefighters are at increased risk for developing posttraumatic stress disorder (PTSD) and face numerous barriers to accessing mental health care. Innovative ways to increase access to evidence‐based interventions are needed. This study was a case series testing the acceptability, feasibility, and preliminary effectiveness of a paraprofessional‐delivered, virtual narrative exposure therapy (eNET) intervention for PTSD. Participants were 21 firefighters who met the criteria for clinical or subclinical probable PTSD and completed 10–12 sessions of eNET via videoconference. Participants completed self‐report measures pre‐ and postintervention and at 2‐ and 6‐month follow‐ups as well as a postintervention qualitative interview. Paired samples t tests evidenced statistically significant decreases in PTSD, anxiety, and depressive symptom severity and functional impairment from pre‐ to postintervention, ds = 1.08–1.33, and in PTSD and anxiety symptom severity and functional impairment from preintervention to 6‐month follow‐up, ds = 0.69–1.10. The average PTSD symptom severity score fell from above to below the clinical cutoff for probable PTSD at postintervention and follow‐ups. Qualitative interviews indicated that paraprofessionals were considered central to participants' success and experience with the intervention. No adverse events or safety concerns were raised. This study is an important step in demonstrating that appropriately trained and supervised paraprofessionals can effectively deliver eNET to firefighters with PTSD. [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]

Sudden cardiac death is a sudden and highly fatal condition. Implementing high-quality emergency cardiopulmonary resuscitation (CPR) early on is an effective rescue method for this disease. However, the rescue steps of CPR are complicated and difficult to remember, and the quantitative indicators are difficult to control, which leads to a poor quality of CPR emergency actions outside the hospital setting. Therefore, we have developed CPR emergency equipment with a multisensory feedback function, aiming to guide rescuers in performing CPR through visual, auditory, and tactile interaction. This equipment consists of three components: first aid clothing, an audio-visual integrated terminal, and a vital sign detector. These three components are based on a micro-power WiFi-Mesh network, enabling the long-term wireless transmission of the multisensor data. To evaluate the impact of the multisensory feedback CPR emergency equipment on nonprofessionals, we conducted a controlled experiment involving 32 nonmedical subjects. Each subject was assigned to either the experimental group, which used the equipment, or the control group, which did not. The main evaluation criteria were the chest compression (CC) depth, the CC rate, the precise depth of the CC ratio (5–6 cm), and the precise rate of the CC ratio -(100–120 times/min). The results indicated that the average CC depth in the experimental group was 51.5 ± 1.3 mm, which was significantly better than that of the control group (50.2 ± 2.2 mm, p = 0.012). Moreover, the average CC rate in the experimental group (110.1 ± 6.2 times/min) was significantly higher than that of the control group (100.4 ± 6.6 times/min) (p < 0.001). Compared to the control group (66.37%), the experimental group showed a higher proportion of precise CC depth (82.11%), which is closer to the standard CPR rate of 100%. In addition, the CC ratio of the precise rate was 93.75% in the experimental group, which was significantly better than that of 56.52% in the control group (p = 0.024). Following the experiment, the revised System Availability Scale (SUS) was utilized to evaluate the equipment's usability. The average total SUS score was 78.594, indicating that the equipment's acceptability range was evaluated as 'acceptable', and the overall adjective rating was 'good'. In conclusion, the multisensory feedback CPR emergency equipment significantly enhances the CC performance (CC depth, CC rate, the precise depth of CC ratio, the precise rate of CC ratio) of nonprofessionals during CPR, and the majority of participants perceive the equipment as being easy to use. [ABSTRACT FROM AUTHOR]

Copyright of CIRCULO de Linguistica Aplicada a la Comunicacion is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Scientia Paedagogica Experimentalis is the property of ICIWO and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Maximizing the current organizational culture and diversity/inclusion practices within CUNY libraries is crucial to retaining highly talented support staff with significant potential for future leadership roles. This research explores equity, diversity, and inclusion within the library profession, with the intention of implementing strategic frameworks to attract, recruit, and retain underrepresented groups within the University. To spotlight areas of upward mobility within CUNY academic libraries, a CUNY-wide Library Workplace Climate survey on the perceptions of diversity, universal inclusion, and career progression was conducted. The scope of the survey study compares the different perspectives of CUNY librarians, full-time library classified paraprofessionals, and part-time classified staff to measure CUNY's commitment to addressing the diversity gap in the library profession. CUNY-wide, 141 library employees participated in a survey study to uncover professional development opportunities in support of career advancement and upward mobility. Nearly 2 in 5 African American/Black library staff-members are paraprofessionals, while 13.5% are faculty. A stark contrast to 3 in 5 or 64% CUNY library faculty, which identified as White/Caucasian. The findings reinforce the need for measures to maximize workplace diversity through support-staff mentoring, guidance, and recruitment. Workplace mentorship and career development—across all levels within CUNY libraries—cultivate skills for a better work environment that can lead to promotion and successful plans for succession. Investing and sustaining structured library professional development opportunities geared toward underrepresented groups—generally in paraprofessional and student-worker roles—will help identify next generation CUNY library leadership. [ABSTRACT FROM AUTHOR]

This two-year ethnographic study of the primary care departments in two U.S. hospitals examines how managers can bring about micro-level institutional change in professional practice even when such change challenges professionals' specialized expertise, autonomy, individual responsibility, and engagement in complex work, which previous research has shown to create difficulties. In this study, managers in both hospitals attempted to implement the same patient-centered medical home (PCMH) reforms among doctors, had the same external pressures for micro-level institutional change, worked under the same organizational and reimbursement structure, and had the same contextual facilitators of micro-level institutional change present within their organizations. But managers in one hospital successfully accomplished change in professional practice while those in the other did not. I demonstrate that managers can accomplish micro-level institutional change in professional organizations using "subordinate activation tactics"—first empowering and motivating subordinate semi-professionals to activate their favorable structural position vis-à-vis the targeted professionals on behalf of managers and next giving semi-professionals positional tools to use in their daily work to minimize the targeted professionals' concerns about the threats associated with change. [ABSTRACT FROM AUTHOR]

This paper reports on a qualitative study of 13 bilingual paraprofessionals at a university in the USA enrolled in a second language acquisition class that was part of a professional development programme. Drawing on socio-cultural theory, the study focused on documenting how the paraprofessionals negotiated the academic demands of a hybrid online second language acquisition class. Data collection was conducted in 2017 and then again in 2019 following completion of the professional development programme. Data was gathered through classroom assignments, a professional journal, and semi-structured interviews. Findings detail the ways in which and the conditions necessary for bilingual paraprofessionals to connect their own professional and personal experiences learning and teaching a second language to professional development. Classroom activities which provide a space for students to pair personal experiences with the academic were key. Suggestions for practice during professional development are offered. [ABSTRACT FROM AUTHOR]

Task-shared delivery of mental health care, which includes training people who are not mental health specialists to deliver components of care, has been identified as a core strategy for increasing access to mental health care globally. However, after standard training, nonspecialists attain variable and sometimes poor competence in task-shared mental health care. This study examined whether pretraining interpersonal skills (nonverbal communication, verbal communication, rapport building, and empathy-warmth) are related to posttraining competence in task-shared mental health care among nonspecialists in Nepal. Nonspecialists (e.g., auxiliary health workers and health assistants) (N=185) were assessed at pretraining and posttraining (4 months after training and supervision) in a task-shared mental health care program in Nepal. This study employed both a classification algorithm and a logistic regression model to examine the relationship between pretraining interpersonal skills and posttraining competence. The classification model predicted posttraining competence at above-chance levels on the basis of pretraining interpersonal skills. In particular, pretraining nonverbal communication skill distinguished participants whose posttraining competence was rated as acceptable from those whose rating was not acceptable. Nonverbal communication was also a significant predictor in the regression model. No other interpersonal skills were significantly related to posttraining competence outcomes in the regression model. Some pretraining interpersonal skills of nonspecialists may predict overall competence outcomes in task-shared mental health care. Future studies confirming the relationship between pretraining interpersonal skills and posttraining competence in care delivery could improve staff selection and training strategies in task-shared mental health care programs. [ABSTRACT FROM AUTHOR]

We study professional players and their roles in peer-to-peer (P2P) markets. Most notably, P2P home-sharing platforms (e.g., Airbnb) consist of both professional hosts and nonprofessional individual hosts. What are the roles of the professionals? Should home-sharing platforms regulate their participation? Professional hosts may primarily offer properties that nonprofessional hosts would not supply and attract more guests—the differentiation effect. Or they may mostly supply similar properties and compete with the nonprofessionals—the competition effect. Using a unique data set of Airbnb listings, we first find that professional hosts' properties are more expensive and have superior characteristics than nonprofessionals'. Second, we capitalize on a quasi-experiment in which Airbnb capped the number of properties a host can manage in several cities in the United States to determine the roles of professional hosts. With different predictions (about the policy impacts) under the differentiation versus competition effects, we find evidence suggesting the dominance of the latter. In particular, the policy increased the supply from nonprofessional hosts, and the price level of nonprofessional properties as a group went up after the policy. However, our findings of heterogeneity in policy impacts suggest that the dominance of competition is less prominent in certain markets. Finally, we find that the platform was not worse off in attracting reservations or securing revenue after the policy. Our findings contribute to both theory and practice as they reveal the roles of professional players and how P2P platforms can manage their participation. This paper was accepted by Kartik Hosanagar, information systems. Funding: K. Xie acknowledges financial support from the University of Denver's Betty and Fritz Knoebel Faculty Fellowship [Grant #84383] and the Marketing Science Institute [Grant 4000791]. Supplemental Material: The online appendix and data are available at https://doi.org/10.1287/mnsc.2022.4480. [ABSTRACT FROM AUTHOR]

The use of teaching assistants (TAs) is widespread in many education systems, but the ways that TAs can support learning effectively are poorly understood. Much evidence indicates that most TA support has no, or negative, effects on pupil attainment. A small but growing body of evidence shows that structured TA intervention programmes can be effective. This paper reports the results of a large-scale randomised controlled trial of Catch Up® Numeracy, an intervention delivered one-to-one by TAs, compared to a control in which TAs provided matched-time numeracy support. The trial involved 1794 low-attaining pupils (aged 7–10) and 300 TAs from 150 English primary schools. Pupils in the intervention group showed no gains in attainment compared to the matched-time control, but there was some evidence to suggest a positive impact in pupils' attitudes. The implications for future TA interventions to address low attainment in numeracy are discussed. [ABSTRACT FROM AUTHOR]

Introduction: The smile appearance and final facial profile is often dramatic to individuals perception of the beautiful face and the position of the mandible is the characteristic of the patients inherent underlying bony pattern and is difficult to alter during treatment, so, it may be beneficial to consider the balance between the incisal inclination and different mandibular sagittal positions. The study aims to find out the preferable maxillary incisor inclination in the smile profile of a female subject with respect to altered mandibular positions and to elucidate whether the rater's profession plays a role in assessment of optimally esthetic facial profiles. Methods: A smiling profile photograph of a female patient with average facial profile was altered artistically to obtain 3 different mandibular positions in decrements, normal and increments of 4 mm and in each positions the incisors inclinations have been altered to different positive and negative inclinations. A total of 37 evaluators including panel of Professionals and Non-professionals were asked to score each photograph using a Likert-type scale. Mann-Whitney and Kruskal-Wallis tests is done for statistical analysis. Results: In retruded mandible normal incisor inclination is favoured by the Professionals and +5° incisor inclination by the Non-professionals. In orthognathic mandible +5° of incisor inclination is favoured by Professionals and +10° by Non-professionals and in protruded mandible normal incisor inclination is favoured by Professionals and +10° by Non-professionals. Conclusions: There is a youthful quality of establishing a slight protrusive maxillary denture for a woman in cases of mandibular deficiency or excess. [ABSTRACT FROM AUTHOR]

Special education teachers collaborate with numerous professionals, including paraeducators, who are tasked with supporting student learning in various school settings. In their role with paraeducators, teachers provide supervision, training, and coaching to enhance paraeducator skills to support students with disabilities in the classroom. This column provides an approach to paraeducator supervision, training, and coaching guided by the adult learning principles outlined in Kolb's experiential learning model. In addition, sample fidelity checklists and observation forms are included for use during training and coaching sessions to enrich the paraeducator's learning experience. Armed with these resources, teachers can cocreate meaningful and authentic learning opportunities in which paraeducators identify individual goals and reflect on their teaching with guidance from the teacher. As a result, teachers and paraeducators work together to provide quality instruction. [ABSTRACT FROM AUTHOR]

Aim: In response to the ever‐increasing demand for access to mental health provisions in the United Kingdom, there have been innovative studies examining brief interventions. Some services are increasing their efforts to train and supervise paraprofessionals to deliver brief, low‐intensity psychological interventions. It is essential to consider paraprofessionals' experiences in acquiring and providing new interventions. This qualitative improvement project aimed to learn about paraprofessionals' experiences of receiving training and supervision to provide brief psychological interventions. Methods: All providing paraprofessionals in two secondary care adult mental health community teams in the East of England completed a semi‐structured interview, which was transcribed and subjected to thematic analysis. Results: Self‐directed learning helped build participants' understanding of the interventions and repeating procedural skills helped build their confidence. Shadowing, peer support and availability of supervising psychologists emerged as important factors in the service of learning. Following the skill acquisition stage, many participants described an increase in their comfort to work flexibly and reported being patient‐centred in their approach. Paraprofessionals described natural uncertainties arising when learning a new intervention, demonstrating self‐reflection over their practice. Discussion: This qualitative improvement project provides evidence that recognised learning processes and models in developing therapists' skills are also applicable to paraprofessionals with little experience. With a focus on using manuals to ensure consistency of the delivery of interventions, the paraprofessionals' journey also highlights the different needs in ever‐changing community settings. Future research directions are considered. [ABSTRACT FROM AUTHOR]

Copyright of Angle Health Law Review is the property of Angle Publishing Co., Ltd. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Discourse: Journal of Childhood & Adolescense Research / Diskurs Kindheits- und Jugendforschung is the property of Verlag Barbara Budrich GmbH and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a vast unmet need for mental health care and support in the United States and globally. Although expanding specialty services is needed, this is neither sufficient nor necessary to comprehensively address the current and future demand. Traditional models of care which have focused on mental disorders, while useful for many, remain out of reach, unaffordable, and not timely for helping the vast majority of individuals in need of mental health support. There is a growing movement of community-based networks and organizations which aim to fill this need by harnessing existing community resources to promote mental health and prevent mental and substance use disorders. This paper describes our effort to derive a blue-print for an approach, which we call "Community Initiated Care (CIC)", building on these real-world experiences and the growing science on lay person delivered brief psychosocial interventions in community settings. CIC serves as a back-bone for training lay persons to support the mental health and well-being of others in their communities. CIC is envisioned as an equitable, efficient, safe, and timely form of contextualized support to promote mental health and prevent self-harm, mental health and substance use problems. CIC is not intended to replace clinical interventions; instead, we envisage the supportive encounter to use a person-centered approach to bolster existing positive coping skills, promote positive social engagement, reduce risk of future mental health problems, and encourage other forms of help seeking when appropriate. This article explores how our thinking is aligned with and responsive to the strategies and tactics of the Contextual Behavioral Science Task Force to promote programs that are multi-dimensional, process-based, prosocial, practical, and multi-level. Development, implementation, and evaluation of CIC will not only advance contextual behavioral science but also move society forward to more equitable mental health and well-being. • Racial inequities and categorical diagnoses limit current programs. • Community Initiated Care builds on trusted relationships. • Promoting social connection is a core component. • Communities co-develop and implement services. [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]

Copyright of Netla: Online Journal on Pedagogy & Education is the property of University of Iceland, School of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Equipping paraprofessionals to implement evidence-based instructional practices with fidelity can enhance the education of students with visual impairments. We used a multiple probe across participants design to evaluate the ability of paraprofessionals to follow constant time delay procedures with high fidelity when teaching braille words. We delivered performance feedback by e-mail and examined student learning outcomes. All three paraprofessionals achieved 100% correct implementation of constant time delay and maintained this high level of implementation over time. All three students successfully learned the targeted words. The combination of the training and support with e-mail feedback was effective at equipping them to deliver an evidence-based practice. Paraprofessionals affirmed the social validity of the intervention and considered e-mail performance feedback as an easy-to-understand way of receiving much-needed guidance. E-mail feedback is a cost-effective and simple tool for providing constructive feedback, while also ensuring paraprofessionals deliver instruction with high fidelity. [ABSTRACT FROM AUTHOR]

This study focuses on undergraduate student paraprofessionals who facilitated peer study groups for academically challenging college courses. A grounded qualitative research study of these student facilitators at an institution identified their professional identity development in unexpected ways that went against written policies for teacher attitudes and behaviors. Rather than perceiving themselves as peer study group facilitators following a narrow job description, many of them referred to themselves as teachers and acted accordingly, breaking the boundaries of behavior established by the study group program administrator. This article unmasks this professional identity emergence, postulates the mechanism for this choice, presents a model to explain it, and makes recommendations for talking openly about this identity and the subsequent behaviors that occurred as a result by the facilitators and the implications for the PAL program.