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 |
| 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 |
| 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. |
|---|---|
| ISSN: | 0022-4669 1538-4764 |
| DOI: | 10.1177/00224669251366951 |
