Implementation of Paraprofessional Behavior Support Coaching: A Study of Behavior Concerns and Interventions Used in Elementary Schools
Saved in:
| Title: | Implementation of Paraprofessional Behavior Support Coaching: A Study of Behavior Concerns and Interventions Used in Elementary Schools |
|---|---|
| Language: | English |
| Authors: | Joelle Fingerhut (ORCID |
| Source: | Psychology in the Schools. 2024 61(9):3840-3854. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 15 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R324A170069 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Coaching (Performance), Paraprofessional School Personnel, Student Behavior, Behavior Problems, Intervention, Program Effectiveness, Elementary School Students, Evidence Based Practice |
| DOI: | 10.1002/pits.23256 |
| ISSN: | 0033-3085 1520-6807 |
| Abstract: | Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school paraprofessionals who received behavior support coaching and served 163 elementary school students from 27 schools. Behavior support coaches used observational data to identify student behavior needs, set goals, prioritize intervention supports, and monitor progress toward goals. Results revealed inappropriate physical and verbal behaviors were most often targeted as behavior goals. Coaches and paraprofessionals and classroom teachers utilized a broad range of research-based behavior interventions, with token economy and behavioral contract most often implemented. Results indicated significant change in observed student nonengagement and inappropriate physical behaviors when these are targeted as behavior goals. Implications of these findings for research and school practice are presented. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1434031 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| Abstract: | Limited research has been conducted on coaching of paraprofessionals who serve students with disruptive behaviors. This study builds upon a randomized controlled trial investigating the intervention effects of the Behavior Support Coaching for Paraprofessionals model by examining the specific behavior concerns, coaching goals, and interventions used during behavior support coaching implementation. This study consists of 83 elementary school paraprofessionals who received behavior support coaching and served 163 elementary school students from 27 schools. Behavior support coaches used observational data to identify student behavior needs, set goals, prioritize intervention supports, and monitor progress toward goals. Results revealed inappropriate physical and verbal behaviors were most often targeted as behavior goals. Coaches and paraprofessionals and classroom teachers utilized a broad range of research-based behavior interventions, with token economy and behavioral contract most often implemented. Results indicated significant change in observed student nonengagement and inappropriate physical behaviors when these are targeted as behavior goals. Implications of these findings for research and school practice are presented. |
|---|---|
| ISSN: | 0033-3085 1520-6807 |
| DOI: | 10.1002/pits.23256 |
