“…In the past, responsibilities delegated to paraprofessionals may have included providing support during small group instruction, collecting data on student performance, adapting academic assignments, and supporting home-school instruction (Causton-Theoharis & Malmgren, 2005); there is evidence, however, that paraprofessionals can be effective and reliable in providing direct instruction for students as well (Berrong, Schuster, Morse, & Collins, 2007; Collins et al, 2011; Fickel, Schuster, & Collins, 1998; Fiscus, Schuster, Morse, & Collins, 2002; Johnson et al, 2004; Norman, Collins, & Schuster, 2001; Parrott, Schuster, Collins, & Gassaway, 2000; Riesen et al, 2003; Stonecipher, Schuster, Collins, & Grisham-Brown, 1999). Paraprofessionals, however, often lack sufficient training, which can lead to a breakdown in quality instruction for students with moderate and severe disabilities (MSD) (Giangreco, Broer, & Edelman, 2002; Suter & Giangreco, 2009).…”