Behavior Support Coaching for Paraprofessionals and Students with Externalizing Behavior Disorders: A Case Study in a High-Poverty Elementary School

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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.

Section: Discussionsupporting

confidence: 59%

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

Fingerhut,

Reddy,

Lekwa

et al. 2024

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“…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.…”

Section: Implications For School Practicementioning

confidence: 99%

“…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.…”

Section: Introductionmentioning

confidence: 99%

Paraprofessional perceptions about and use of behavior strategies in elementary schools

Wiggs,

Glover,

Reddy

et al. 2024

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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.

“…Further, many parents accept and view the paraprofessional as an important team member who in some cases serves as a daily or weekly communication liaison between home and school (French & Chopra, 1999). Although paraprofessionals have many support roles for students in the classroom, including home–school connector, instructor, or physical health support (French & Chopra, 1999; Harris, 2012), they are most often charged with managing student engagement and behavior difficulties (e.g., Fisher & Pleasants, 2012; Sobek, 2016; Walker et al, 2020; Wiggs et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

A mixed‐method study of paraprofessional roles, professional development, and needs for training in elementary schools

Wiggs

Reddy

Bronstein

et al. 2021

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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.