Early Intervention Paraprofessional Standards: Development and Field Validation

Abstract

Personnel standards are the foundations for how states and nations approve a program, engage in systemic assessment, and provide effective professional development to its early childhood professionals. However, despite the extensive use of paraprofessionals in early intervention/ early childhood special education programs, there is a lack of national-and state-level guidance for training paraprofessionals. This article presents the process followed for development and validation of statewide personnel standards for paraprofessionals who work in early intervention settings and the results of this validation study. The development and validation process for these new knowledge and skills competencies followed the process used by Division for Early Childhood and the Council for Exceptional Children for development and validation of personnel standards and K-12 special education paraeducator professional development standards. Challenges, limitations, and future directions are discussed.

Experiences of Turkish Paraprofessionals Who Support Students With Autism Spectrum Disorder

“…In addition, the literature review reveals that failing to meet such educational needs of paraprofessionals and educators working in the field of ASD, as also noted in the current research, has a definitive role in the difficulties that they encounter in their careers. In other words, on the basis of the working stories and experiences of paraprofessionals, measures can be formulated and implemented to improve their professional competencies (Banerjee et al, 2017; Giangreco et al, 2012; Shyman, 2010). A noteworthy point is that relevant findings in the literature indicate that paraprofessionals and educators with low levels of professional knowledge and skills also have low levels of motivation to work and tend to experience fatigue and consider making shifts in their careers (e.g., Shyman, 2010; Tillery et al, 2003).…”

“…Although the literature comprises a large volume of quantitative research (e.g., Banerjee et al, 2017) on various topics (role perceptions, problems) about paraprofessionals, there is limited qualitative research involving an in-depth analysis of the experiences of paraprofessionals who serve either individuals with ASD or others with various special education needs. Riggs (2001), for instance, conducted a study employing a survey, written responses, and interviews with paraprofessionals working with students in different disability categories.…”

“…Moreover, the services of paraprofessionals are known to contribute to the quality of special education and the development of individuals with special needs. In this context, the professional competence of paraprofessionals is an important factor that determines the quality of services they provide (Banerjee et al, 2017; French, 2003; Riggs, 2001; Trautman, 2004). Paraprofessionals who work with individuals diagnosed with autism spectrum disorder (ASD), which involves significant challenges in many skill areas (e.g., social and communication skills), possess professional competencies in the field of ASD, and such competencies play a critical role in the success of their training (American Psychiatric Association [APA], 2013; Rispoli et al, 2011).…”

“…At this point, it is critical to provide training and supervision for paraprofessionals. Paraprofessionals who are not furnished with sufficient professional knowledge and skills during pre-service years and/or those who do not receive adequate in-service training and supervision are known to experience difficulties in delivering special education services (Banerjee et al, 2017; Carroll, 2001; Mrachko & Kaczmarek, 2017; Riggs, 2001; Rispoli et al, 2011). The literature states that there is no certain standard for pre-service and in-service training for paraprofessionals and that paraprofessionals are not considered competent in terms of knowledge and skills in the areas of special education and ASD (Carroll, 2001; Patterson, 2006).…”