Training Paraprofessionals Who Work with Students with Intellectual and Developmental Disabilities: What Does the Research Say?

Autor/inn/en	Brock, Matthew E.; Anderson, Eric J.
Titel	Training Paraprofessionals Who Work with Students with Intellectual and Developmental Disabilities: What Does the Research Say?
Quelle	In: Psychology in the Schools, 58 (2021) 4, S.702-722 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Brock, Matthew E.) ORCID (Anderson, Eric J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.22386
Schlagwörter	Paraprofessional School Personnel; Developmental Disabilities; Intervention; Role; Evidence Based Practice; Job Skills; Modeling (Psychology); Check Lists; Feedback (Response); Employment Qualifications; Administrator Role; Teacher Role; Job Training; Supervision; Students with Disabilities + Suchen Sie Ihr Suchwort? Entwicklungsstörung; Rollen; Produktive Fertigkeit; Modeling; Modelling; Modellierung; Checkliste; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Lehrerrolle; Berufsqualifizierender Bildungsgang; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung
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. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01