Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

Abstract

<jats:p> Despite receiving little to no training in behavior management, paraprofessionals often support young students with or at risk of disruptive behavior disorders in elementary schools. The Behavior Support Coaching for Paraprofessionals (BSC-P) is a new evidence-based data-driven approach for enhancing paraprofessionals’ skills in identifying behavior needs, setting goals, and selecting and implementing evidence-based interventions for improving student disruptive behaviors. The current case study presents the application of the BSC-P (eight sessions over 3 months) with a paraprofessional and teacher who support two first-grade students exhibiting disruptive behaviors in an urban high-poverty elementary school. Implemented evidence-based interventions include say, show, check, a token economy, and antecedent modification. Findings revealed increased paraprofessional intervention fidelity, improved student classroom engagement (effect sizes of 3.77 and 2.10), and decreased student inappropriate verbal and physical behavior (effect sizes of 1.34 and 1.88, respectively). </jats:p>

Implementation of paraprofessional behavior support coaching: A study of behavior concerns and interventions used in elementary schools

“…Another possible reason these three interventions were commonly selected could be due to their general popularity of reinforcement‐based strategies among teachers (DuPaul & Weyandt, 2006; Soares et al, 2016). Token reinforcements are flexible in that they can be used individually or class wide (Alperin et al, 2020). Furthermore, there exists a wide breadth of literature establishing the effectiveness of token reinforcements (Bowman‐Perrott et al, 2016; DeJager et al, 2020).…”

“…This investigation revealed a range of research‐based behavioral interventions were selected by coaches and paraprofessionals. The three of the four most commonly selected interventions (i.e., token economy, behavioral contract, and response cost raffle) can be considered attention‐seeking/reinforcement interventions (Alperin et al, 2020; Lane, 2011). Token economy, behavioral contract, and response cost raffle are token reinforcement interventions (behavioral contracts are comprised of multiple components including token reinforcements).…”

Paraprofessional perceptions about and use of behavior strategies in elementary schools

“…The use of EBPs in classrooms, although federally mandated, does not always occur (Forman et al, 2013). Previous research highlights the need for paraprofessional training and supports the promise of job-embedded BSC-Ps (Alperin et al, 2020;Reddy et al, 2022;Wiggs et al, 2020). Given variations in the use of EBPs among paraprofessionals, it is important for policy makers and school leaders to prioritize evidence-based PD supports to enhance school capacity and better meet the needs of students.…”

“…Paraprofessionals are frequently assigned to work with students with or at risk for disruptive behavior disorders (DBDs; Alperin et al, 2020; Martinez, 2017; Wiggs et al, 2020) including, attention‐deficit/hyperactivity disorder, oppositional defiance disorder, and conduct disorders. Many students with DBDs receive special education services under the special education classifications of other health impairment or emotional disturbance.…”