TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education

Deardorff, Pamela; Glasenapp, Gary; Schalock, Mark; Udell, Tom

doi:10.1177/875687050702600302

Cited by 6 publications

(12 citation statements)

References 21 publications

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“…Given the findings in this study, several suggestions are provided to improve paraprofessional training and implementation. First, there is a need for paraprofessional training materials that align with federal legislation and paraprofessional standards (i.e., Paraeducator Common Core Guidelines ; Deardorff et al, 2007). Furthermore, there is a need for materials that include collaborative approaches and supervision by a licensed professional (Chopra et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

“…Several studies have provided descriptions and evaluations of select paraprofessional training materials, but no systematic review of paraprofessional training materials exists to identify training components and alignment with research-based guidelines. Existing studies include a multimedia training for paraprofessionals in early childhood special education programs (Deardorff, Glasenapp, Schalock, & Udell, 2007), training materials for paraprofessionals in inclusive settings (Giangreco et al, 2003), online training materials for special education paraprofessionals (R. L. Morgan et al, 2004), and live video training materials for paraprofessionals (R. L. Morgan, Forbush, Nelson, & Christensen, 2003). These studies found improved knowledge and/or performance for paraprofessionals after training.…”

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confidence: 99%

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A Systematic Review of Paraprofessional Training Materials

et al. 2018

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Paraprofessional training is essential for high quality special education services. Yet, educators may struggle to select appropriate materials for paraprofessional training. A review was conducted of 26 paraprofessional training materials using a rubric designed to evaluate the alignment with federal legislation and professional standards, and use of research-based adult learning methods. Results indicate many training materials aligned with federal legislation, but varied in their content focus, alignment with paraprofessional standards, and use of adult learning methods. Based on results of the review, three paraprofessional training materials reflected high quality training. Features of paraprofessional training materials, recommendations for practice, suggested improvements to training materials, limitations, and future research directions are discussed.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

A Systematic Review of Paraprofessional Training Materials

et al. 2018

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“…Likewise, Cobb (2007) asserts that training for paraeducators for instructional purposes must include "providing follow-up sessions and consultation" (p. 686). Deardorff et al (2007), describing a training program for paraeducators working in early childhood special education programs serving rural and urban communities, also cite feedback to the paraeducator as a critical element for positive outcomes, regardless of the experience or education levels of the paraeducator.…”

Section: Monitoring and Providing Feedbackmentioning

confidence: 99%

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

Ashbaker¹,

Morgan²

2012

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This paper summarizes recommendations from a selection of international research literature urging teachers to take the initiative in their own classrooms to invite paraeducators to participate fully as team players in collaborative work. In US classrooms paraeducators (teacher aides/teacher assistants) have long been making valuable contributions in providing education services to students with a variety of needs. The literature documents change in their roles. Legislation has influenced their required qualifications—although legislation still refers to them as paraprofessionals. While some researchers have cast doubt on whether paraeducators are truly effective in their assigned roles, others have warned that the education system is over-reliant on them. In response to this changing perspective, teacher educators must revise programs to better prepare teacher candidates to effectively team with paraeducators. Personnel developers and school administrators must provide inservice training for a generation of teachers who have received little if any training in this area

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“…Three studies reported the PND effect size metric (i.e., 6–100%). One study (i.e., Deardorff et al, 2007) used Cohen's d (i.e., d s of 0.58–0.63). One study (Helker & Ray, 2009) reported partial η 2 (i.e., 0.06–0.87), and one study (Krieger, 2013) reported Pearson ϕ (i.e., 0.24–0.94).…”

Section: Resultsmentioning

confidence: 99%

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

Reddy

Alperin

Glover

2020

Psychology in the Schools

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The present paper serves as the first systematic review of the training, methodologies, and outcomes reported in the professional development (PD) literature for paraprofessionals working with students with or at risk for externalizing behavior disorders. A total of 16 investigations including 332 paraprofessionals and 852 children and adolescents were reviewed and coded on 44 variables across four dimensions (i.e., PD components, intervention components, methodologies used, and outcomes reported). Strengths of the literature were inclusion of multicomponent PD, training on implementation, paraprofessional characteristics, and inter‐rater reliability estimates. All studies reported paraprofessional and/or student outcomes; however, the details of PD components and interventions delivered varied. The majority of the studies used single‐case designs or descriptive case studies to evaluate effectiveness. Weaknesses were lack of inclusion and exclusion criteria, student characteristics, adult experiential learning methods, monitoring of implementation fidelity, and use of statistical testing. Implications for research and practice are offered.

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TAPS: An Innovative Professional Development Program for Paraeducators Working in Early Childhood Special Education

Cited by 6 publications

References 21 publications

A Systematic Review of Paraprofessional Training Materials

A Systematic Review of Paraprofessional Training Materials

Team Players and Team Managers: Special Educators Working with Paraeducators to Support Inclusive Classrooms

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

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