Training Paraprofessionals to Support Students with Disabilities: A Literature Review

REFERENCES

• References marked with an asterisk indicate studies included in the literature review.
   Google Scholar
• *Arthur, M., Butterfield, N., & McKinnon, D. H. (1998). Communication intervention for students with severe disability: Results of a partner training program. International Journal of Disability, Development and Education, 45, 97–115.
   Google Scholar
• Bakeman, R., & Gottman, J. M. (Eds.). (1997). Observing interaction: An introduction to sequential analysis. Cambridge, UK: Cambridge University Press.
   Google Scholar
• *Bessette, K. K., & Wills, H. P. (2007). An example of an elementary school paraprofessional-implemented functional analysis and intervention. Behavioral Disorders, 32, 192–210.
   Web of Science ®Google Scholar
• *Bingham, M. A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42, 339–352.
   Google Scholar
• Blank, R. K., & de las Alas, N. (2009). Effects of teacher professional development on gains in student achievement. Council of Chief State School Officers. Retrieved from http://www.ccsso.org/Documents/2009/Effects_of_Teacher_Professional_2009.pdf.
   Google Scholar
• *Bolton, J., & Mayer, M. D. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism & Other Developmental Disabilities, 23, 103–111.
   Web of Science ®Google Scholar
• Carter, E., O'Rourke, L., Sisco, L. G., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals and elementary and secondary schools. Remedial and Special Education, 30, 344–359.
   Web of Science ®Google Scholar
• *Causton-Theoharis, J., & Malmgren, K. W. (2005). Increasing peer interactions for students with severe disabilities via paraprofessional training. Exceptional Children, 71, 431–444.
   Web of Science ®Google Scholar
• *Cole, C. L., & Levinson, T. R. (2002). Effects of within-activity choices on the challenging behavior of children with severe developmental disabilities. Journal of Positive Behavior Interventions, 4, 29–37.
   Web of Science ®Google Scholar
• Cooper, H., Hedges, L. V., & Valentine, J. C. (Eds.). (2009). The handbook of research synthesis and meta-analysis (2nd ed.). New York, NY: Russell Sage Foundation.
   Google Scholar
• *Cremin, H., Thomas, G., & Vincett, K. (2003). Learning zones: An evaluation of three models for improving learning through teacher/teaching assistant teamwork. Support for Learning, 18(4), 154–161. doi:10.1046/j.0268-2141.2003.00301.x.
   Google Scholar
• Darling-Hammond, L., Wei, R. Ch., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: Status Report on Teacher Development in the U.S. and abroad. Learning Forward Pennsylvania. Retrieved from http://www.learningforwardpa.org/Professional%20Learning.pdf.
   Google Scholar
• Desimone, L. M. (2009). Improving impact studies of teachers' professional development: Toward better conceptualizations and measures. Educational Research, 38, 181–199.
   Web of Science ®Google Scholar
• *Devlin, P. (2005). Effect of continuous improvement training on student interaction and engagement. Research and Practice for Persons with Severe Disabilities, 30, 47–59. doi:10.2511/rpsd.30.2.47.
   Web of Science ®Google Scholar
• *Dib, N., & Sturmey, P. (2007). Reducing student stereotypy by improving teachers' implementation of discrete-trail-teaching. Journal of Applied Behavior Analysis, 40, 339–343.
   PubMed Web of Science ®Google Scholar
• Dunst, C. J., Trivette, C. M., & Hamby, D. W. (2010). Meta-analysis of the effectiveness of four adult learning methods and strategies. International Journal of Continuing Education and Lifelong Learning, 3(1), 91–112.
   Google Scholar
• Drecktrah, M. E. (2000). Preservice teachers' preparation to work with paraeducators. Teacher Education and Special Education, 23, 157–164.
   Google Scholar
• French, N. K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education, 35, 41–53.
   Web of Science ®Google Scholar
• French, N. K. (2003). Paraeducators in special education programs. Focus on Exceptional Children, 36, 1–16.
   Web of Science ®Google Scholar
• Ganz, J. B., Davis, J. L., Lund, E. M., Goodwyn, F. D., & Simpson, R. L. (2012). Meta-analysis of PECS with individuals with ASD: Investigation of targeted versus non-targeted outcomes, participant characteristics, and implementation phase. Research in Developmental Disabilities, 33, 406–418.
   PubMed Web of Science ®Google Scholar
• Gersten, R., Fuchs, L. S., Compton, D., Coyne, M., Greenwood, C., & Innocenti, M. S. (2005). Quality indicators for group experimental and quasi-experimental research in special education. Exceptional Children, 71, 149–164.
   Web of Science ®Google Scholar
• Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61, 50–54.
   Web of Science ®Google Scholar
• *Giangreco, M. F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17–27.
   Google Scholar
• Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2002). “That was then, this is now!” Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10, 47–64.
   Google Scholar
• Giangreco, M. F., Edelman, S. W., Broer, S. M., & Doyle, M. B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45–63.
   Web of Science ®Google Scholar
• *Gilligan, K. T., Luiselli, J. K., & Pace, G. M. (2007). Training paraprofessional staff to implement discrete trial instruction: Evaluation of a practical performance feedback intervention. The Behavior Therapist, 30, 63–66.
   Google Scholar
• Greenwood, C. R., & Abbott, M. (2001). The research to practice gap in special education. Teacher Education and Special Education, 24, 276–289.
   Google Scholar
• *Hall, L. J., Grundon, G. S., Pope, C., & Romero, A. B. (2010). Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments. Behavioral Interventions, 25, 37–51.
   Web of Science ®Google Scholar
• *Hamad, C. D., Serna, R. W., Morrison, L., & Fleming, R. (2010). Extending the reach of early intervention training for practitioners: A preliminary investigation of an online curriculum for teaching behavioral intervention knowledge in autism to families and service providers. Infants and Young Children, 23(3), 195–208.
   PubMed Web of Science ®Google Scholar
• Hawley, W. D., & Valli, L. (2000). Learner-centered professional development (Phi Delta Kappa Center for Evaluation, Development, and Research, Research Bulletin No. 27). Pennsylvania Adult Education Resources. Retrieved from http://www.paadultedresources.org/uploads/8/6/3/4/8634493/learner_centered_pro.pdf.
   Google Scholar
• Horner, R. H., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–179.
   Web of Science ®Google Scholar
• Horrocks, E. L., & Morgan, R. L. (2011). Effects of inservice teacher training on correct implementation of assessment and instructional procedures for teachers of students with profound multiple disabilities. Teacher Education and Special Education, 34, 283–319. doi:10.1177/0888406410397556.
   Google Scholar
• Jensen, J. M., Parsons, M. B., & Reid, D. H. (1998). Supervisory training for teachers: Multiple, long-term effects in an education program for adults with severe disabilities. Research in Developmental Disabilities, 19, 449–463.
   PubMed Web of Science ®Google Scholar
• *Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6, 214–227. doi:10.1177/10983007040060040301.
   Web of Science ®Google Scholar
• Joyce, B., & Showers, B. (2002). Student achievement through staff development. Ohio Resource Center Network. Retrieved from http://literacy.kent.edu/coaching/information/Research/randd-engaged-joyce.pdf.
   Google Scholar
• Kazdin, A. E. (2010). Single-case research designs: Methods for clinical and applied settings (2nd ed.). New York, NY: Oxford University Press.
   Google Scholar
• Kennedy, C. H. (2002). The maintenance of behavior change as an indicator of social validity. Behavior Modification, 26, 594–604. doi:10.1177/014544502236652.
   PubMed Web of Science ®Google Scholar
• Klingner, J. K. (2004). The science of professional development. Journal of Learning Disabilities, 37, 248–255.
   PubMed Web of Science ®Google Scholar
• Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: A review of studies. Teacher Education and Special Education, 33, 279–299.
   Google Scholar
• Landis, J. R., & Koch G. G. (1977). The measurement of observer agreement for categorical data. Biometrics, 33, 159–174. doi:10.2307/2529310.
   PubMed Web of Science ®Google Scholar
• *Lavie, T., & Sturmey, P. (2002). Training staff to conduct paired-stimulus preference assessment. Journal of Applied Behavior Analysis, 35, 209–211.
   PubMed Web of Science ®Google Scholar
• *Leblanc, M., Ricciardi, J. N., & Luiselli, J. K. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education & Treatment of Children, 28, 76–82.
   Google Scholar
• *Licciardello, C. C., Harchik, A. E., & Luiselli, J. K. (2008). Social skills intervention for children with autism during interactive play at a public elementary school. Education & Treatment of Children, 31, 27–37.
   Google Scholar
• Light, R. J. (1971). Measures of response agreement for qualitative data: Some generalizations and alternatives. Psychological Bulletin, 76, 365–377.
   Google Scholar
• *Malmgren, K. W., Causton-Theoharis, J. N., & Trezek, B. J. (2005). Increasing peer interactions for students with behavioral disorders via paraprofessional training. Behavioral Disorders, 31, 95–106.
   Web of Science ®Google Scholar
• *Martella, R. C., Marchand-Martella, N. E., Macfarlane, C. A., & Young, K. R. (1993). Improving the classroom behaviour of a student with severe disabilities via paraprofessional training. British Columbia Journal of Special Education, 17, 33–44.
   Google Scholar
• *Mazurik-Charles, R., & Stefanou, C. (2010). Using paraprofessionals to teach social skills to children with autism spectrum disorders in the general education classroom. Journal of Instructional Psychology, 37, 161–169.
   Google Scholar
• *McDonnell, J., Johnson, J. W., Polychronis, S., & Risen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities, 37, 363–377.
   Google Scholar
• McLeskey, J. (2011). Supporting improved practice for special education teachers: The importance of learner-centered professional development. Journal of Special Education Leadership, 24, 26–35.
   Google Scholar
• *O'Guin, D. T. (2010). Training paraprofessionals to implement a discrete trial language intervention for children with autism. Doctoral dissertation, retrieved from ProQuest Dissertations and Theses database.
   Google Scholar
• *Parsons, M. B., Reid, D. H., & Green, C. W. (1996). Training basic teaching skills to community and institutional support staff for people with severe disabilities: A one-day program. Research in Developmental Disabilities, 17, 467–485. doi:10.1016/S0891-4222(96)00031-5.
   PubMed Web of Science ®Google Scholar
• Passaro, P., Pickett, A. L., Latham, G., & HongBo, W. (1994). The training and support needs of paraprofessionals in rural special education. Rural Special Education Quarterly, 13(4), 3–9.
   Google Scholar
• Riggs, C. G. (2001). Ask the paraprofessionals: What are your training needs? Teaching Exceptional Children, 33, 78–83.
   Google Scholar
• *Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package. Focus on Autism and Other Developmental Disabilities, 26, 105–118. doi:10.1177/1088357611407063
   Web of Science ®Google Scholar
• *Schepis, M. M., Ownbey, J. B., Parsons, M. B., & Reid, D. H. (2000). Training support staff for teaching young children with disabilities in an inclusive preschool setting. Journal of Positive Behavior Interventions, 2, 170–178. doi:10.1177/109830070000200305.
   Google Scholar
• *Schepis, M. M., Reid, D. H., Ownbey, J., & Clary, J. (2003). Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. Research and Practice for Persons with Severe Disabilities, 28, 37–42. doi:10.2511/rpsd.28.1.37.
   Web of Science ®Google Scholar
• *Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34, 313–327. doi:10.1901/jaba.2001.34-313.
   PubMed Web of Science ®Google Scholar
• Scotti, J. R., Evans, I. M., Meyer, L. H., & Walker, P. (1991). A meta-analysis of intervention research with problem behavior: Treatment validity and standards of practice. American Journal on Mental Retardation, 96, 233–256.
   PubMedGoogle Scholar
• Simonsen, B., Myers, D., & DeLuca, C. (2010). Teaching teachers to use prompts, opportunities to respond, and specific praise. Teacher Education and Special Education, 33, 300–318. doi:10.1177/0888406409359905.
   Google Scholar
• Snell, M. E., Forston, L. D., Stanton-Chapman, T. L., & Walker, V. L. (2013). A review of 20 years of research on in-service training of adults working with preschoolers. Early Child Development and Care, 183, 857–873. doi: 10.1080/03004430.2012.702112
   Google Scholar
• Snell, M. E., Stanton-Chapman, T. L., Doswell, L., & Walker, V. L. (2011). Professional development research coding form. Unpublished manuscript. Curry School of Education, University of Virginia, Charlottesville, VA.
   Google Scholar
• Snyder, P., Hemmeter, M. L., & McLaughlin, T. (2011). Professional development in early childhood intervention: Where we stand on the silver anniversary of PL 99-457. Journal of Early Intervention, 33, 357–370.
   Web of Science ®Google Scholar
• Steckelberg, A. L., Vasa, S. F., Kemp, S. E., Arthaud, T. J., Asselin, S. B., Swain, K., & Fennick, E. (2007). A web-based training model for preparing teachers to supervise paraeducators. Teacher Education and Special Education, 30, 52–55.
   Google Scholar
• Stephenson, J., Carter, M., & Arthur-Kelly, M. (2011). Professional learning for teachers without special education qualifications working with students with severe disabilities. Teacher Education and Special Education, 34, 7–20.
   Google Scholar
• *Storey, K., Smith, D. J., & Strain, P. S. (1993). Use of classroom assistants and peer-mediated intervention to increase integration in preschool settings. Exceptionality, 4, 1–16.
   Google Scholar
• Suhrheinrich, J. (2011). Training teachers to use pivotal response training with children with autism: Coaching as a critical component. Teacher Education and Special Education, 34, 339–349.
   Google Scholar
• Taylor, C. M. (2008). Identifying training needs of educational paraprofessionals. Doctoral dissertation, University of Oregon. Retrieved from https://scholarsbank.uoregon.edu/xmlui/handle/1794/8301.
   Google Scholar
• *Toelken, S., & Miltenberger, R. G. (2012). Increasing independence among children diagnosed with autism using a brief embedded teaching strategy. Behavioral Interventions, 27, 93–104. doi:10.1002/bin.337.
   Web of Science ®Google Scholar
• *Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement Social Stories for students with autism spectrum disorders. Remedial and Special Education, 28, 182–189. doi:10.1177/07419325070280030701.
   Web of Science ®Google Scholar
• Walker, V. L. (2013). Training paraprofessionals to support students with disabilities: A focus on function-based intervention (Doctoral dissertation). University of Virginia, Charlottesville, VA.
   Google Scholar
• Walker, V. L., & Snell, M. E. (2013). Effects of augmentative and alternative communication on challenging behavior: A meta-analysis. Augmentative and Alternative Communication, 29, 117–131. doi:10.3109/07434618.2013.785020
   Google Scholar
• Wallace, T., Shin, J., & Stahl, B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520–533.
   Web of Science ®Google Scholar