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Understanding Paraprofessionals' Reported Behavior Management Knowledge and Implementation Training Needs

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Title: Understanding Paraprofessionals' Reported Behavior Management Knowledge and Implementation Training Needs
Language: English
Authors: Todd A. Glover (ORCID 0000-0001-7100-8139), Nicole B. Wiggs (ORCID 0000-0002-5417-5864), Linda A. Reddy, Briana Bronstein (ORCID 0000-0003-0040-3574), Alexander Alperin, Christopher Dudek (ORCID 0000-0002-8338-4489)
Source: Journal of Special Education. 2026 60(1):25-36.
Availability: 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
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A170069
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Special Education, Regular and Special Education Relationship, Paraprofessional School Personnel, Behavior Modification, Classroom Techniques, Elementary Schools, Professional Development, Student Behavior, Expertise, Novices, Training, Educational Needs
DOI: 10.1177/00224669251366951
ISSN: 0022-4669
1538-4764
Abstract: Paraprofessionals often manage disruptive student behaviors in the classroom. The present study assessed paraprofessionals' self-reported training needs and knowledge of behavior management practices in elementary school. A total of 204 paraprofessionals from 60 elementary schools in the U.S. Northeast reported moderate knowledge of and need for training in implementing behavior management practices. A medium, significant negative relationship was found between paraprofessionals' knowledge of and need for training in behavior management practices (r = -0.330, p < 0.001). Differences in knowledge and need for training were examined in relation to level of education, years of experience as a paraprofessional, and school economic status. Results suggest that more experienced paraprofessionals report less need for professional development on the management of disruptive student behaviors and identification of behavior triggers than less experienced paraprofessionals. Results indicate that new paraprofessionals may have immediate training needs in behavior management. Implications for school practice and research are discussed.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1502813
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: Understanding Paraprofessionals&#39; Reported Behavior Management Knowledge and Implementation Training Needs
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Todd+A%2E+Glover%22&quot;&gt;Todd A. Glover&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0001-7100-8139&quot;&gt;0000-0001-7100-8139&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Nicole+B%2E+Wiggs%22&quot;&gt;Nicole B. Wiggs&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-5417-5864&quot;&gt;0000-0002-5417-5864&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Linda+A%2E+Reddy%22&quot;&gt;Linda A. Reddy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Briana+Bronstein%22&quot;&gt;Briana Bronstein&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0003-0040-3574&quot;&gt;0000-0003-0040-3574&lt;/externalLink&gt;)&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Alexander+Alperin%22&quot;&gt;Alexander Alperin&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Christopher+Dudek%22&quot;&gt;Christopher Dudek&lt;/searchLink&gt; (ORCID &lt;externalLink term=&quot;https://orcid.org/0000-0002-8338-4489&quot;&gt;0000-0002-8338-4489&lt;/externalLink&gt;)
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  Data: 10.1177/00224669251366951
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  Data: Paraprofessionals often manage disruptive student behaviors in the classroom. The present study assessed paraprofessionals&#39; self-reported training needs and knowledge of behavior management practices in elementary school. A total of 204 paraprofessionals from 60 elementary schools in the U.S. Northeast reported moderate knowledge of and need for training in implementing behavior management practices. A medium, significant negative relationship was found between paraprofessionals&#39; knowledge of and need for training in behavior management practices (r = -0.330, p &lt; 0.001). Differences in knowledge and need for training were examined in relation to level of education, years of experience as a paraprofessional, and school economic status. Results suggest that more experienced paraprofessionals report less need for professional development on the management of disruptive student behaviors and identification of behavior triggers than less experienced paraprofessionals. Results indicate that new paraprofessionals may have immediate training needs in behavior management. Implications for school practice and research are discussed.
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  Data: 2026
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  Data: EJ1502813
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      – Type: doi
        Value: 10.1177/00224669251366951
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 12
        StartPage: 25
    Subjects:
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Paraprofessional School Personnel
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      – SubjectFull: Behavior Modification
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      – SubjectFull: Classroom Techniques
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      – SubjectFull: Elementary Schools
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      – SubjectFull: Student Behavior
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      – SubjectFull: Novices
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      – TitleFull: Understanding Paraprofessionals' Reported Behavior Management Knowledge and Implementation Training Needs
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              Y: 2026
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