Literaturnachweis - Detailanzeige
| Autor/inn/en | Walker, Virginia L.; Kurth, Jennifer; Carpenter, Megan E.; Tapp, Melissa C.; Clausen, Amy; Lockman Turner, Elissa |
|---|---|
| Titel | Paraeducator-Delivered Interventions for Students with Extensive Support Needs in Inclusive School Settings: A Systematic Review |
| Quelle | In: Research and Practice for Persons with Severe Disabilities, 46 (2021) 4, S.278-295 (18 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Walker, Virginia L.) ORCID (Kurth, Jennifer) ORCID (Tapp, Melissa C.) ORCID (Clausen, Amy) ORCID (Lockman Turner, Elissa) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1540-7969 |
| DOI | 10.1177/15407969211055127 |
| Schlagwörter | Paraprofessional School Personnel; Students with Disabilities; Educational Research; Program Effectiveness; Staff Development; Program Implementation; Intervention; Severe Disabilities; Elementary Secondary Education; Training; Inclusion; Regular and Special Education Relationship |
| Abstract | Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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