With continued emphasis on inclusive practices, paraeducators are increasingly relied upon
as an integral part of instructional service delivery for students with disabilities. However …

Paraprofessionals report spending a substantial amount of time addressing challenging
behavior in a range of school environments, yet identify behavioral intervention as a high …

Paraeducators need appropriate supervision and supports from teachers to be effective in
their roles contributing to the inclusion and instruction of students with disabilities. However …

Many paraeducators have no formal education beyond high school and are provided with
minimal training once on the job. Furthermore, as more schools turn to inclusionary …

The purpose of this study was to examine the efficacy of a teacher-implemented professional
development program to increase the fidelity with which paraeducators use evidence-based …

The purpose of this study was to examine the effects of special educators' delivery of training
that included an initial training session and follow-up coaching on paraprofessional …

Background Autistic youth primarily receive services in public schools from educators who
persistently report variable training and use of evidenced-based practices (EBPs) …

Paraprofessionals are critical members of instructional teams for students with autism;
however, little is known about their job preparation and professional development needs …

Limited research has examined the qualities of paraprofessional and teacher relationships
in schools. Teachers' and paraprofessionals' ability to communicate and collaborate are …

Schools rely heavily on paraeducators to support the delivery of special education services
for students with disabilities (SWDs). However, paraeducators often lack formal training in …