The Effects of Didactic Instruction and Performance Feedback on Paraeducator Implementation of Behavior Support Strategies in Inclusive Settings

Self Cite

Paraeducators need appropriate supervision and supports from teachers to be effective in their roles contributing to the inclusion and instruction of students with disabilities. However, previous research has demonstrated that teachers are unprepared for their supervisory role and report a lack of meaningful coursework and other learning experiences related to paraeducator supervision in teacher preparation programs they attended. Therefore, to gain insight into current practices in institutions of higher education (IHEs) as they relate to preparing pre‐service special education teachers to work effectively with paraeducators, the authors conducted a national online mixed‐methods survey of teacher educators. The majority of respondents found pre‐service teacher training on paraeducators to be important, but over a third reported that no coursework is allocated for this topic, and the majority shared that pre‐service teachers do not complete any project or assignment related to supervising paraeducators during their preparation program. Several barriers to effectively training pre‐service teachers to support and supervise paraeducators were identified (e.g., time, priority, clarity in the standards, and resources), as well as suggestions for improving preparation programs (e.g., improved coursework, more opportunities within practicum experiences working with paraeducators, and specifying specific content to cover through the standards) are shared. The importance of exposing pre‐service teachers to content specific to managing paraeducators and the need for further clarification of competencies pre‐service teachers need relative to paraeducators is discussed, as well as directions for future research are also offered.

Section: Introductionmentioning

confidence: 99%

Paraeducator supervision in pre‐service teacher preparation programs: Results of a national survey

Sobeck

Douglas

Chopra

et al. 2020

Self Cite

“…Another key finding in this review was that 75% of the studies trained paraprofessionals on a range of evidence‐based intervention strategies (e.g., specific praise, proactive methods, good behavior game) with an emphasis on intervention implementation. This is encouraging as focusing on implementation may better equip paraprofessionals to practice skills until proficiency is achieved, in contrast to the provision of a traditional workshop approach that leaves them feeling ill prepared and overwhelmed (Sobeck, 2016).…”

Section: Discussionmentioning

confidence: 99%

“…Paraprofessionals provide vital support to classroom teachers by offering opportunities for students with or at risk for disabilities in general and special education classrooms to enhance skill development and academic and behavior functioning (Chopra et al, 2011). For example, paraprofessionals prepare academic materials, provide individual and whole‐group instruction, communicate with parents and caregivers, and serve as primary implementers of classroom‐based behavioral interventions (e.g., Fisher & Pleasants, 2012; Hall, Grundon, Pope, & Romero, 2010; McKenzie & Lewis, 2008; Riggs & Mueller, 2001; Sobeck, 2016). In a large survey of over 1,800 paraprofessionals, 87% reported their most frequent role was delivering individual or small group behavior and social supports to students (Fisher & Pleasants, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Despite their importance in supporting the learning and behavior of students with or at risk for disorders or disabilities, paraprofessionals receive inadequate supervision and little to no training or job‐embedded supports to enhance their professional development (PD; Brock & Carter, 2013; Sobeck, 2016). Although Section 1,412 of the 2004 Individuals with Disabilities Education Improvement Act (IDEIA) requires that districts appropriately train and supervise paraprofessionals and the Every Student Succeeds Act (2015) encourages schools to allocate funds for this purpose, districts have failed to provide paraprofessionals with adequate guidance (IDEIA, 2004; Sobeck, 2016). For some time, special education scholars have raised serious concerns about the extent to which paraprofessionals are trained, utilized, and supervised (e.g., Broer, Doyle, & Giangreco, 2005; Giangreco et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

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

Reddy

Alperin

Glover

2020

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.

“…Federal law such as Every Student Succeeds Act of (2015) requires supervision, and encourages schools to allocate funds for ongoing training and supervision for paraprofessionals, yet gives minimal guidance on the type and delivery of professional development resources (e.g., Ashbaker & Morgan, 2006; Sobeck, 2016). For some time, special education scholars have raised serious concerns about the extent to which paraprofessionals are supervised, trained, and utilized in schools (e.g., Broer et al, 2005; Giangreco et al, 2013).…”

Section: Paraprofessional Roles Supervision and Developmentmentioning

confidence: 99%

Current status and future directions in assessment of paraprofessional practices

Lekwa

Reddy

2021

Paraprofessionals have become a significant portion of the educational workforce for students with or at risk for needing, or receiving special educational services. Although best practice and federal legislation require supervision of paraprofessionals by certified professional educators, research indicates that supervision rendered to paraprofessionals is often ad hoc, infrequent, and not based on data. We critically examined the availability and validity evidence of existing assessment approaches (published or publically posted) for evaluation and monitoring of paraprofessional practices in schools in the United States. Overall results from a systematic review of research literature and a review of materials made available publically by schools yielded 14 assessment tools with a focus on 18 constructs. Each assessment lacked reliability and validity evidence, and had limited utility for guiding paraprofessional supervision and professional development. Based on the larger paraprofessional literature and availability of assessments, a framework of recommendations for measurement development and validation is proposed. Specifically, we offer suggestions for domains of practice and validation efforts for evaluating forms of reliability, construct validity, and consequential validity for new assessment approaches for these important school personnel.