Knowledge, Responsibilities, and Training Needs of Paraprofessionals in Elementary and Secondary Schools

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Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements (2016, background): “In fact, most paraprofessionals have received very little or no formal training related to educating students with extensive support needs (Carter et al., 2009; Riggs & Mueller, 2001).”
Roles, Responsibilities, and Concerns of Paraeducators (2012, background): “…2003b), (b) turnover (Ghere & York-Barr, 2007; Pickett et al., 2003), (c) insufficient experience for roles paraeducators are required to do (Carter et al., 2009; Giangreco & Broer, 2005), (d) the less likely interaction of GEs with students who have individualized education programs (IEPs)…”
Teaching Paraprofessionals of Students With Autism to Implement Pivotal Response Treatment in Inclusive School Settings Using a Brief Video Feedback Training Package (2011, background): “Unfortunately, the majority of paraprofessionals lack the necessary training and supervision to be effective (Carter et al., 2009; Giangreco et al., 1999; Hilton & Gerlach, 1997) and may subsequently negatively affect the educational progress of the students they serve (French, 2004;…”
Effects of a Professional Development Package to Prepare Special Education Paraprofessionals to Implement Evidence-Based Practice (2015, background): “extremely interested in additional training, including training related to instructional strategies (Breton, 2010; Carter et al., 2009).”