One-to-One Assistant Engagement in Autism Support Classrooms

Autor/inn/en	Azad, Gazi F.; Locke, Jill; Downey, Margaret Mary; Xie, Ming; Mandell, David S.
Titel	One-to-One Assistant Engagement in Autism Support Classrooms
Quelle	In: Teacher Education and Special Education, 38 (2015) 4, S.337-346 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406415603208
Schlagwörter	Autism; Teaching Assistants; Paraprofessional School Personnel; Time on Task; Instruction; Special Education; Classroom Observation Techniques; Correlation; Efficiency; Burnout; Measures (Individuals); Regression (Statistics); Surveys; Maslach Burnout Inventory + Suchen Sie Ihr Suchwort? Autismus; Zeitaufwand; Teaching process; Unterrichtsprozess; Special needs education; Sonderpädagogik; Sonderschulwesen; Korrelation; Effectiveness; Effektivität; Wirkungsgrad; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Messdaten; Regression; Regressionsanalyse; Survey; Umfrage; Befragung
Abstract	Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms. Teachers and classroom assistants were engaged in instruction or support 98% and 91% of the time, respectively. One-to-one assistants were engaged in instruction or support 57% of the time. Classroom assistants' and one-to-one assistants' engagement was significantly correlated. The low rate of one-to-one assistants' engagement suggests an inefficient use of an important resource. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01