Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision / Virginia L. WALKER in Focus on Autism and Other Developmental Disabilities, 39-4 (December 2024)  

Public ISBD [article]  inFocus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Titre : Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision Type de document : texte imprimé Auteurs : Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur Article en page(s) : p.238-248 Langues : Anglais (eng) Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539 [article] Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision [texte imprimé] / Virginia L. WALKER, Auteur ; Christan COOGLE, Auteur ; Ann MICKELSON, Auteur ; Andy B. MASUD, Auteur . - p.238-248. Langues : Anglais (eng) in Focus on Autism and Other Developmental Disabilities > 39-4 (December 2024) . - p.238-248 Mots-clés : paraeducator  paraprofessional  autism spectrum disorder  ASD Index. décimale : PER Périodiques Résumé : The number of students with autism spectrum disorder (ASD) in PreK-12 schools has increased over time. However, paraeducators supporting students with ASD typically receive limited training and are unprepared for their roles. As part of a larger survey study, we conducted a content analysis of responses by paraeducators in one U.S. state across three open-ended survey items focused on their skills, training, and challenges specific to supporting students with ASD. Despite reporting limited preparation and training, paraeducators described a variety of knowledge, skills, and dispositions related to supporting students with ASD, many of which resulted from their practical experiences as opposed to school-based training and supervision. Our findings also confirm that paraeducators face a number of challenges in collaborating with other educational professionals and families and supporting students with ASD across settings due to limited training and preparation. We present implications for developing paraeducator training programs in the area of ASD and future research directions. En ligne : https://dx.doi.org/10.1177/10883576241232887 Permalink : https://www.cra-rhone-alpes.org/cid/opac_css/index.php?lvl=notice_display&id=539

Paraprofessionals’ Perceived Skills and Needs in Supporting Students With Autism Spectrum Disorder / Christan 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 Auteurs : Christan 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] / Christan 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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