Yes, I Can!

Keller, Cassandra L.; Bucholz, Jessica L.; Brady, Michael P.

doi:10.1177/004005990703900303

Cited by 7 publications

(1 citation statement)

References 7 publications

(10 reference statements)

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“…It is important to provide paraeducators professional development on the high-leverage and evidence-based practices used to promote active student engagement and independence. Paraeducator training and supervision strategies have been provided by Brock (2022), Carnahan et al (2009), Keller et al (2007), and Stockall (2014). In addition, practitioners should leverage free online training modules related to high-leverage and evidence-based practices.…”

Section: Strategies To Increase Student Independencementioning

confidence: 99%

Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support

Scheef

Hollingshead

Malone

et al. 2022

TEACHING Exceptional Children

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Paraprofessionals are a crucial component of special education services and can be vital to promoting inclusive learning opportunities. Although intentions behind utilizing paraprofessional support may be good, students with disabilities may become over-reliant on paraprofessionals, thus limiting student independence in the classroom. This paper intends to shift the traditional paradigm to focus on increasing student independence through indirect paraprofessional supports. Practical recommendations for fading paraprofessional support to promote student independence are included.

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Section: Strategies To Increase Student Independencementioning

confidence: 99%

Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support

Scheef

Hollingshead

Malone

et al. 2022

TEACHING Exceptional Children

View full text Add to dashboard Cite

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Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments

Hall

Grundon

Pope

et al. 2009

Behavioral Interventions

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Hope Early Intervention Program, USAAlthough the use of paraprofessionals in the education of young children with autism spectrum disorders (ASD) is a common practice, research on effective training procedures is scarce. The following study used a multiple-baseline design across settings replicated by five paraprofessionals to evaluate their use of behavioral strategies with young children with, or at risk for, autism spectrum disorder. A training package consisting of a workshop and performance feedback by their supervising special education teacher served as the intervention. Results revealed that even though the paraprofessionals demonstrated skills in the use of behavioral strategies at the workshop, there was either no transfer or generalization to the preschool or home environments where they worked, or their use of skills decreased over time. When performance feedback was provided to all participants, their correct use of strategies increased. The training model evaluated in this study provides an example of one that could be employed in a typical public school classroom or early intervention program.

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Effects of Teacher-Implemented Coaching to Increase the Accuracy of Data Collected by Paraeducators

et al. 2018

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Yes, I Can!

Cited by 7 publications

References 7 publications

Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support

Increasing the Independence of Students With Disabilities in the Classroom Through Indirect Paraprofessional Support

Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments

Effects of Teacher-Implemented Coaching to Increase the Accuracy of Data Collected by Paraeducators

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