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Supporting Paraeducators and Their Use of Active Supervision at Recess: An Exploratory Study

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Title: Supporting Paraeducators and Their Use of Active Supervision at Recess: An Exploratory Study
Language: English
Authors: Laura Kern (ORCID 0000-0001-6643-8812), Brandi Simonsen, George Sugai, Jennifer Freeman, Timothy J. Lewis, Sandra M. Chafouleas
Source: Teacher Education and Special Education. 2024 47(3):185-202.
Availability: SAGE Publications. 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
Peer Reviewed: Y
Page Count: 18
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Elementary Schools, Elementary School Students, Paraprofessional School Personnel, Recess Breaks, Supervision, Self Management, Interaction, Student Behavior, Positive Behavior Supports, Training Methods
DOI: 10.1177/08884064241234631
ISSN: 0888-4064
1944-4931
Abstract: Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support paraeducators in implementing these practices. For this study, four paraeducators participated in a brief training on recess active supervision and then engaged in self-management by filling out a checklist and direct behavior ratings (DBRs). Using a multiple baseline across participants design, we introduced the intervention to participants in a randomly assigned order and examined effects, fidelity, and social validity. Results suggest that training and self-management may lead to changes in the interacting behavior of active supervision at recess with more frequent prompting and praising by the paraeducators. Despite limitations, this exploratory study has implications for schools and researchers.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1433240
Database: ERIC
FullText Text:
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  Data: Supporting Paraeducators and Their Use of Active Supervision at Recess: An Exploratory Study
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  Data: <searchLink fieldCode="AR" term="%22Laura+Kern%22">Laura Kern</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6643-8812">0000-0001-6643-8812</externalLink>)<br /><searchLink fieldCode="AR" term="%22Brandi+Simonsen%22">Brandi Simonsen</searchLink><br /><searchLink fieldCode="AR" term="%22George+Sugai%22">George Sugai</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+Freeman%22">Jennifer Freeman</searchLink><br /><searchLink fieldCode="AR" term="%22Timothy+J%2E+Lewis%22">Timothy J. Lewis</searchLink><br /><searchLink fieldCode="AR" term="%22Sandra+M%2E+Chafouleas%22">Sandra M. Chafouleas</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Teacher+Education+and+Special+Education%22"><i>Teacher Education and Special Education</i></searchLink>. 2024 47(3):185-202.
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  Data: SAGE Publications. 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
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Schools%22">Elementary Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Paraprofessional+School+Personnel%22">Paraprofessional School Personnel</searchLink><br /><searchLink fieldCode="DE" term="%22Recess+Breaks%22">Recess Breaks</searchLink><br /><searchLink fieldCode="DE" term="%22Supervision%22">Supervision</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Behavior+Supports%22">Positive Behavior Supports</searchLink><br /><searchLink fieldCode="DE" term="%22Training+Methods%22">Training Methods</searchLink>
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  Data: 10.1177/08884064241234631
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  Data: Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support paraeducators in implementing these practices. For this study, four paraeducators participated in a brief training on recess active supervision and then engaged in self-management by filling out a checklist and direct behavior ratings (DBRs). Using a multiple baseline across participants design, we introduced the intervention to participants in a randomly assigned order and examined effects, fidelity, and social validity. Results suggest that training and self-management may lead to changes in the interacting behavior of active supervision at recess with more frequent prompting and praising by the paraeducators. Despite limitations, this exploratory study has implications for schools and researchers.
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  Data: 2024
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        Value: 10.1177/08884064241234631
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        PageCount: 18
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Paraprofessional School Personnel
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      – SubjectFull: Training Methods
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      – TitleFull: Supporting Paraeducators and Their Use of Active Supervision at Recess: An Exploratory Study
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