Paraeducator Training to Support Students' Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives
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| Title: | Paraeducator Training to Support Students' Behavioral Needs: Administrator, Teacher, and Paraeducator Perspectives |
|---|---|
| Language: | English |
| Authors: | Virginia L. Walker (ORCID |
| Source: | Journal of Positive Behavior Interventions. 2026 28(3):192-205. |
| 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: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Teacher Aides, Training, Student Needs, Student Behavior, Behavior Problems, Behavior Modification, Teacher Attitudes, Administrator Attitudes, Barriers, Affordances, Students with Disabilities, Elementary Secondary Education |
| DOI: | 10.1177/10983007251335987 |
| ISSN: | 1098-3007 1538-4772 |
| Abstract: | Paraeducators play an important role supporting students who receive special education services under the guidance and direction of educational professionals. Although paraeducator guidelines articulate the importance for paraeducators to have knowledge and skills to support students' social, emotional, and behavioral needs, paraeducators and those who supervise them consistently identify student challenging behavior as a high-priority training area for paraeducators. To explore paraeducators' training experiences specifically in relation to challenging behavior, we conducted a convergent mixed-methods study that involved surveying and interviewing administrators, teachers, and paraeducators in the United States. Findings provide insights into paraeducator training content, delivery, and adequacy related to challenging behavior. We also share barriers, facilitators, and recommendations related to paraeducator training to support the behavioral needs of students receiving special education services. We discuss limitations, connect findings to existing literature, and share implications for policy, practice, and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508829 |
| Database: | ERIC |
| Abstract: | Paraeducators play an important role supporting students who receive special education services under the guidance and direction of educational professionals. Although paraeducator guidelines articulate the importance for paraeducators to have knowledge and skills to support students' social, emotional, and behavioral needs, paraeducators and those who supervise them consistently identify student challenging behavior as a high-priority training area for paraeducators. To explore paraeducators' training experiences specifically in relation to challenging behavior, we conducted a convergent mixed-methods study that involved surveying and interviewing administrators, teachers, and paraeducators in the United States. Findings provide insights into paraeducator training content, delivery, and adequacy related to challenging behavior. We also share barriers, facilitators, and recommendations related to paraeducator training to support the behavioral needs of students receiving special education services. We discuss limitations, connect findings to existing literature, and share implications for policy, practice, and future research. |
|---|---|
| ISSN: | 1098-3007 1538-4772 |
| DOI: | 10.1177/10983007251335987 |
