Paraprofessionals' Perceived Skills and Needs in Supporting Students with Autism Spectrum Disorder

Autor/inn/en	Coogle, Christan Grygas; Walker, Virginia L.; Ottley, Jennifer; Allan, Darcey; Irwin, Daniel
Titel	Paraprofessionals' Perceived Skills and Needs in Supporting Students with Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 37 (2022) 4, S.227-238 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/10883576211073699
Schlagwörter	Paraprofessional School Personnel; Evidence Based Practice; Special Education; Students with Disabilities; Attitudes; Autism Spectrum Disorders; Staff Development; Training; Job Skills; Educational Needs + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Attitude; Einstellung; Verhalten; Autism; Autismus; Personnel development; Personalentwicklung; Ausbildung; Produktive Fertigkeit; Educational need; Bildungsbedarf
Abstract	There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals' perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals' responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals' perceptions align with their practice. (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: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01