Supporting Paraeducators and Their Use of Active Supervision at Recess: An Exploratory Study
Saved in:
| Title: | Supporting Paraeducators and Their Use of Active Supervision at Recess: An Exploratory Study |
|---|---|
| Language: | English |
| Authors: | Laura Kern (ORCID |
| 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 |
| 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. |
|---|---|
| ISSN: | 0888-4064 1944-4931 |
| DOI: | 10.1177/08884064241234631 |
