A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior among Students with Disabilities

Autor/inn/en	Walker, Virginia L.; Carpenter, Megan E.; Lyon, Kristin J.; Button, Lindsey
Titel	A Meta-Analysis of Paraprofessional-Delivered Interventions to Address Challenging Behavior among Students with Disabilities
Quelle	In: Journal of Positive Behavior Interventions, 23 (2021) 2, S.68-80 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-3007
DOI	10.1177/1098300720911147
Schlagwörter	Paraprofessional School Personnel; Behavior Problems; Students with Disabilities; Intervention; Behavior Modification; Training; Program Effectiveness; Age Differences; Educational Environment; Elementary Secondary Education; Student Characteristics; Inclusion; Functional Behavioral Assessment; Autism; Pervasive Developmental Disorders; Intellectual Disability; Multiple Disabilities + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Behaviour modification; Verhaltensänderung; Ausbildung; Age; Difference; Age difference; Altersunterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Inklusion; Autismus; Intellect; Verstand; Multiple disability; Mehrfachbehinderung
Abstract	Paraprofessionals report spending a substantial amount of time addressing challenging behavior in a range of school environments, yet identify behavioral intervention as a high-priority training area. The purpose of this meta-analysis was to systematically review and summarize single-case intervention studies involving paraprofessional-delivered behavioral interventions for students with disabilities. Descriptive findings suggest that, among the reviewed studies, paraprofessionals primarily provided behavioral support to students with autism spectrum disorder, intellectual disability, and multiple disabilities who engage in a wide range of challenging behaviors in both inclusive and noninclusive school environments. Overall, training largely was delivered by researchers and resulted in positive paraprofessional implementation outcomes. Likewise, paraprofessional-implemented behavioral interventions contributed to desirable changes in student challenging and appropriate behavior, with effect size estimates significantly higher for interventions delivered to early childhood-age students and within inclusive school settings. Implications for practice, limitations, and future research directions are described. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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