Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report.
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| Title: | Paraeducator Involvement in Positive Behavioral Interventions and Supports: A Brief Report. |
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| Authors: | Walker, Virginia L.1 virginia.walker@charlotte.edu, Carpenter, Megan E.2, Loman, Sheldon L.3 |
| Source: | Research & Practice for Persons with Severe Disabilities. Jun2025, Vol. 50 Issue 2, p139-146. 8p. |
| Subject Terms: | *Psychotherapy, *Autism, *Students with disabilities, *Intellectual disabilities, *College teacher attitudes, *Professional employee training, *Special education schools, *Research, *Asperger's syndrome, *Special education, Positive psychology, Questionnaires, Descriptive statistics, Business networks, Social support, Psychosocial factors |
| Geographic Terms: | United States |
| Abstract: | Paraeducators assume a range of responsibilities to assist school members in supporting students who receive special education services under the Individuals with Disabilities Education Act (2004). These responsibilities often include supporting the behavioral needs of students with extensive support needs. Given the growing adoption of school-wide positive behavioral interventions and supports (PBIS) as a framework for supporting students' social, emotional, and behavioral needs and increasing reliance on paraeducators among schools in the United States, we conducted an exploratory survey study of 82 paraeducators to explore their involvement and perceived importance of involvement in various PBIS aspects, perceived barriers and facilitators of involvement in PBIS, and their interest in professional development to learn about PBIS. Our findings suggest that, although paraeducators valued involvement in PBIS, their overall level of involvement was low across most aspects. Common barriers included limited training and membership on PBIS teams, and paraeducators viewed in-district workshops and one-on-one coaching and mentoring as the most preferred approaches for learning about PBIS. [ABSTRACT FROM AUTHOR] |
| Copyright of Research & Practice for Persons with Severe Disabilities is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Paraeducators assume a range of responsibilities to assist school members in supporting students who receive special education services under the Individuals with Disabilities Education Act (2004). These responsibilities often include supporting the behavioral needs of students with extensive support needs. Given the growing adoption of school-wide positive behavioral interventions and supports (PBIS) as a framework for supporting students' social, emotional, and behavioral needs and increasing reliance on paraeducators among schools in the United States, we conducted an exploratory survey study of 82 paraeducators to explore their involvement and perceived importance of involvement in various PBIS aspects, perceived barriers and facilitators of involvement in PBIS, and their interest in professional development to learn about PBIS. Our findings suggest that, although paraeducators valued involvement in PBIS, their overall level of involvement was low across most aspects. Common barriers included limited training and membership on PBIS teams, and paraeducators viewed in-district workshops and one-on-one coaching and mentoring as the most preferred approaches for learning about PBIS. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 15407969 |
| DOI: | 10.1177/15407969241289055 |
