Paraprofessional support and perceptions of a function-based classroom intervention

ABSTRACT

Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a multiple-component intervention primarily conducted by paraprofessionals in decreasing one sixth-grade student's disruptive behavior. They then used a systematic approach to functional behavior assessment to identify the function of the student's behavior and to design an intervention, which was tested using a single-subject design. Results demonstrated a functional relation between the student's disruptive behavior and intervention. Further, the paraprofessionals and classroom teacher regarded the intervention as favorable, suggesting the intervention was feasible and suitable for the student. Discussion includes implications for practice and future research.

KEYWORDS:

• Behavior intervention
• classroom
• disruptive behavior
• functional behavior assessment
• paraprofessional

Disclosure of potential conflicts of interest

No potential conflicts of interest were disclosed.

Additional information

Notes on contributors

Nicole M. Hendrix

Nicole M. Hendrix is a doctoral student in school psychology at the University of Iowa. Her research centers on interventions for early academic skills and challenging behavior.

Samantha M. Vancel

Samantha M. Vancel is a doctoral student in school psycho-logy at the University of Iowa. Her research interests include social validity, multitiered systems of support, and math interventions.

Allison L. Bruhn

Allison L. Bruhn is an assistant professor of special education at the University of Iowa. Her work focuses on intervention and data-based decision-making for students with challenging behavior.

Sara Wise

Sara Wise is a doctoral student in school psychology at the University of Iowa. Her research interests are school-based interventions for challenging behavior and parent training.

Sungeun Kang

Sungeun Kang is a doctoral student in school psychology at the University of Iowa. Her research interests include best practices for culturally and linguistically diverse families and consultation for students with challenging behavior.