A Mixed-Method Study of Paraprofessional Roles, Professional Development, and Needs for Training in Elementary Schools

Autor/inn/en	Wiggs, Nicole B.; Reddy, Linda A.; Bronstein, Briana; Glover, Todd A.; Dudek, Christopher M.; Alperin, Alex
Titel	A Mixed-Method Study of Paraprofessional Roles, Professional Development, and Needs for Training in Elementary Schools
Quelle	(2021), (17 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Wiggs, Nicole B.) ORCID (Reddy, Linda A.) ORCID (Bronstein, Briana) ORCID (Glover, Todd A.) ORCID (Dudek, Christopher M.) ORCID (Alperin, Alex) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Paraprofessional School Personnel; Role; Professional Development; Educational Needs; Elementary Schools; Student Characteristics; Socioeconomic Status; Low Income Students; Burnout; Labor Turnover; Students with Disabilities; Behavior Problems; Educational Environment; General Education; Special Education; Behavior Modification; Training; Educational Legislation; Federal Legislation + Suchen Sie Ihr Suchwort? Rollen; Educational need; Bildungsbedarf; Elementary school; Grundschule; Volksschule; Socio-economic status; Sozioökonomischer Status; Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Allgemein bildendes Schulwesen; Allgemeinbildung; Special needs education; Sonderpädagogik; Sonderschulwesen; Behaviour modification; Verhaltensänderung; Ausbildung; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Paraprofessionals are critical school staff often responsible for students with or at risk for academic, behavioral, and social impairments. However, research on paraprofessional roles, professional development, and training needs is very limited. The present mixed-method study seeks to fill this gap by examining the student populations served, paraprofessionals' reported work setting, available professional development, and training needs. In a sample of 215 paraprofessionals from 62 schools, results indicated that paraprofessionals deliver interventions and supports to individual and small groups of students, often serve students who exhibit disruptive classroom behavior, and students who are eligible for special education services. Work setting consists primarily of a single classroom (general or special education) with multiple students. Paraprofessionals reported receiving 1-2h of workshop-based professional development per year which is not job-embedded in the classroom settings. Nearly all participants reported the need for additional training in one or more topic areas with behavior management strategies, the most frequently identified are of training need. Implications for practice are discussed. [This is the online version of an article published in "Psychology in the Schools."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01