Social Skills for Social Ills

Marks, Susan Unok; Schrader, Carl L.; Levine, Mark; Hagie, C.; Longaker, Trish; Morales, Maggie; Peters, Iris

doi:10.1177/004005999903200208

Cited by 17 publications

(3 citation statements)

References 9 publications

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“…Paraprofessional supports were not purposely initiated as a preferred model to facilitate quality education, yet they have been maintained and expanded in the absence of a supportive theoretical basis or efficacy data. Only in the late 1990s did a small set of nondatabased literature and corresponding research begin to raise serious questions about the appropriateness of support models that rely heavily on paraprofessionals to provide instruction to students with disabilities (Brown et al, 1999;Freschi, 1999;Giangreco et al, 1997;Marks, Schrader, & Levine, 1999).…”

Section: Discussionmentioning

confidence: 99%

Paraprofessional Support of Students with Disabilities: Literature from the past Decade

Giangreco

Edelman

Broer

et al. 2001

Exceptional Children

155

144

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This article summarizes and analyzes a set of 43 pieces of professional literature pertaining to paraprofessional supports for students with disabilities published between 1991 and early 2000. Twenty-six nondatabased sources and 17 research studies were included. The findings identify topical gaps in the literature, review the major databased findings, and present implications for the field. The review concludes with suggestions for future research that emphasize the need for more student outcome data, conceptual alignment of roles, training, and supervision, and the exploration of alternatives to paraprofessional supports.

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Section: Discussionmentioning

confidence: 99%

Paraprofessional Support of Students with Disabilities: Literature from the past Decade

Giangreco

Edelman

Broer

et al. 2001

Exceptional Children

155

144

View full text Add to dashboard Cite

show abstract

“…However, when acted upon, this assumption favors more restrictive settings for students with ASDs. It is critical to identify how those practices that benefit students with ASDs, including structure (visual supports, communication supports, and social supports), positive behavior supports, and systematic instruction, can be implemented meaningfully and seamlessly in general education settings (Dunlap, Kern, & Worcester, 2001; Marks & Shrader, 1999; Quill, 1997). It is recommended that those who place students with ASDs in educational settings determine the unique needs of the individual, and match those needs to specific supports and services that will be provided in general education settings.…”

Section: Recommendationsmentioning

confidence: 99%

Educational Placement of Students With Autism

Kurth

2014

Focus Autism Other Dev Disabl

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Typically, child characteristics such as IQ and severity of autism symptoms are thought to determine educational placement. The present study examines external factors, including state of residence and state funding formulas, to determine their potential influence on placement outcomes. Findings reveal that considerable variations exist among states in placing students with ASD in inclusive, mainstreaming, self-contained, and separate schools, suggesting that external to the child factors play a major role in educational placement decisions. Further, states in the Eastern US tend to have more restrictive placement rates than states in the Western US. State special education funding was found to have a minimal impact on placement outcomes.

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“…Although the assignment of a paraprofessional is intended to positively impact the student, several studies have shown that the presence of a paraprofessional can actually have detrimental effects on the peer interactions of a student with a disability (Giangreco, Edelman, Luiselli, & MacFarland, 1997;Marks, Schrader, & Levine, 1999;Shulka, Kennedy, & Cushing, 1999). Specifically, Giangreco et al (1997) found that paraprofessional proximity had a profoundly negative impact on peer interactions, which affected relationships with classmates.…”

mentioning

confidence: 99%

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

Causton‐Theoharis

Malmgren

2005

Exceptional Children

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As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

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Social Skills for Social Ills

Abstract: Tell me more about it.

Cited by 17 publications

References 9 publications

Paraprofessional Support of Students with Disabilities: Literature from the past Decade

Paraprofessional Support of Students with Disabilities: Literature from the past Decade

Educational Placement of Students With Autism

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

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