Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say?

Abstract

Federal law allows for paraprofessionals to provide instruction to students with developmental disabilities if they are adequately trained and supervised, but how to best provide this training and support remains unclear. In this paper, we update a systematic review of experimental studies that test the efficacy of paraprofessional‐implemented interventions for students with developmental disabilities. We identified 36 studies published 2012–2019. An exciting development is that some researchers are shifting to testing teacher‐implemented training, therefore beginning to address important questions about the feasibility of widespread implementation under real‐world conditions. Based on findings across studies, recommendations for practice include that (a) paraprofessional roles be well‐defined and focused on the implementation of evidence‐based practices; (b) paraprofessional training should feature modeling, an implementation checklist, and performance feedback that is sustained over time; and (c) administrators should ensure that teachers have the time and support that are required for effective paraprofessional training and supervision.

Commentary on the Current status and future directions for training and supporting paraprofessionals: Opportunities for practice and research

“…As explained in this special issue, there are approximately 1 million paraprofessionals charged with the formidable task of supporting general and special education teachers in creating positive, productive, and safe learning environments for students with a wide range of capabilities (Carter et al, 2009). Although special and general educators serve as instructional leaders, in many school systems paraprofessionals work most directly with students to reinforce and augment teachers' efforts in the classroom and noninstructional contexts (Brock & Anderson, 2021; Carter et al, 2011; Lane et al, 2012).…”

Efficacy of Tiered Training on Paraeducator Implementation of Systematic Instructional Practices for Students With Severe Disabilities

“…Over 50 studies have been published that focus on how to train paraeducators to implement interventions with students with developmental disabilities (cf. Brock & Carter, 2013; Brock & Anderson, 2020). Across these studies, a number of convergent findings have emerged.…”

“…This is exemplified by the contrast between business-as-usual and treatment conditions in these studies. Second, effective paraeducator training typically includes a combination of an implementation checklist that delineates implementation steps, didactic instruction on each step, modeling of the steps, and repeated performance feedback on the paraeducator’s implementation with students (Brock & Anderson, 2020; Brock et al, 2017)…”

“…These studies take important steps in moving the field forward, but there are a number of challenges that have not yet been addressed. First, the existing literature relies heavily on one-to-one coaching for all paraeducators (Brock & Anderson, 2020; Brock et al, 2017). Using coaching as a stand-alone tool to train every paraeducator in every practice associated with their job is resource-intensive and time-consuming (Russo, 2004).…”

“…Similar to one-on-one tutoring for students, we think that coaching is a powerful tool that should be used judiciously and not as a stand-alone solution. Second, nearly all paraeducator training studies focus narrowly on training a paraeducator to implement an intervention in one context with one student and do not measure the degree to which paraeducators are able to generalize their implementation to other students or teaching situations (Brock & Anderson, 2020; Brock et al, 2017). Understanding the degree to which skills generalize is critical.…”