Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder / Christan Grygas COOGLE in Focus on Autism and Other Developmental Disabilities, 37-4 (December 2022)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.227-238 Titre : Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder Type de document : Texte imprimé et/ou numérique Auteurs : Christan Grygas COOGLE, Auteur ; Virginia L. WALKER, Auteur ; Jennifer OTTLEY, Auteur ; Darcey ALLAN, Auteur ; Daniel IRWIN, Auteur Article en page(s) : p.227-238 Langues : Anglais (eng) Index. décimale : PER Périodiques Résumé : There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals? perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals? responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals? perceptions align with their practice. En ligne : https://doi.org/10.1177/10883576211073699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489 [article] Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder [Texte imprimé et/ou numérique] / Christan Grygas COOGLE, Auteur ; Virginia L. WALKER, Auteur ; Jennifer OTTLEY, Auteur ; Darcey ALLAN, Auteur ; Daniel IRWIN, Auteur . - p.227-238. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 37-4 (December 2022) . - p.227-238 Index. décimale : PER Périodiques Résumé : There is a research-to-practice gap in the identification and use of evidence-based practices in special education. One way to better understand the persistent gap between research and practice and to inform professional development efforts is through gaining an understanding of teacher and paraprofessional perceptions. We conducted a survey study to identify paraprofessionals? perceived skills and needs regarding categories of practices aligning with evidence-based practices for students with autism spectrum disorder. A total of 768 paraprofessionals completed the survey. We used descriptive statistics, one-way analyses of variance (ANOVAs), post hoc analyses, and chi-square tests to analyze paraprofessionals? responses. Paraprofessionals reported a range of responses and several of their responses differed significantly in relation to their experience and the population of students they supported. Findings suggest there is a need to individualize professional development based on both classroom and paraprofessional training needs. Future research is needed to determine how paraprofessionals? perceptions align with their practice. En ligne : https://doi.org/10.1177/10883576211073699 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=489

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