A Survey of the Experiences of Paraprofessionals with Roles, Training, and Communication When Working with Students with Autism
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| Title: | A Survey of the Experiences of Paraprofessionals with Roles, Training, and Communication When Working with Students with Autism |
|---|---|
| Language: | English |
| Authors: | Morin, Kristi L., Nowell, Sallie, Steinbrenner, Jessica, Sam, Ann, Waters, Victoria (ORCID |
| Source: | Focus on Autism and Other Developmental Disabilities. Jun 2022 37(2):96-107. |
| 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: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2022 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Office of Special Education Programs (OSEP) (ED/OSERS) |
| Contract Number: | R324A170028 R324B160038 H325E170001 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Autism, Pervasive Developmental Disorders, Students with Disabilities, Paraprofessional School Personnel, Public Schools, Role, Responsibility, Knowledge Level, Barriers, Professional Development, Interpersonal Communication |
| Geographic Terms: | United States, Guam |
| DOI: | 10.1177/10883576211066897 |
| ISSN: | 1088-3576 1538-4829 |
| Abstract: | Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals' (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2022 |
| Accession Number: | EJ1339976 |
| Database: | ERIC |
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| Abstract: | Paraprofessionals are critical members of instructional teams for students with autism; however, little is known about their job preparation and professional development needs. This study addressed the gap in the literature by surveying 325 paraprofessionals in public school settings in the United States and Guam who reported working with students with autism. Data were gathered on paraprofessionals' (a) roles and responsibilities, (b) applied knowledge from different types of professional development, (c) perceived barriers to professional development, and (d) types and timing of communication with their supervising teachers. The results of this study have direct implications for individuals interested in developing a model of professional development that will meet the unique needs of paraprofessionals who work with students with autism. |
|---|---|
| ISSN: | 1088-3576 1538-4829 |
| DOI: | 10.1177/10883576211066897 |
