Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements

Brock, Matthew E.; Carter, Erik W.

doi:10.1177/0014402915585564

Cited by 61 publications

(60 citation statements)

References 39 publications

(84 reference statements)

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“…Inclusion of some training content (e.g., development of peer support plan) was contingent on whether school practitioners were responsible for that aspect of implementation. Two studies (i.e., Brock, Biggs, Carter, Cattey, & Raley, 2016; Brock & Carter, 2016) focused on special education teachers, training paraprofessionals; in all other studies, researchers delivered training.…”

Section: Resultsmentioning

confidence: 99%

“…A qualified general or special education teacher should develop the individualized plan, and should direct and closely supervise any paraprofessional implementation. Although peer support plans—like any effective practice for students with severe disabilities—provide flexibility for individualization, researchers have clearly defined and measured the implementation steps associated with this practice (e.g., Biggs, Carter, & Gustafson, 2017; Brock & Carter, 2016; Huber, Carter, Lopano, & Stankiewicz, in press).…”

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confidence: 99%

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Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

Brock

Huber

2017

J Spec Educ

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Peer support arrangements involve peers without disabilities providing academic and social support to students with severe disabilities (i.e., students eligible for their state’s alternate assessment) in general education classrooms. We conducted a systematic literature review of studies published through 2016 to determine whether peer support arrangements meet Council for Exceptional Children (CEC) criteria as an evidence-based practice. From our review of 11 studies, we found that peer support arrangements are an evidence-based practice for promoting social interactions for secondary students with severe disabilities in both core academic and elective classes. Evidence for increased academic engagement of students with severe disabilities is mixed, and evidence for other outcomes is promising—including increased academic engagement for peers who provide support. We provide recommendations for teachers.

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Section: Resultsmentioning

confidence: 99%

mentioning

confidence: 99%

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

Brock

Huber

2017

J Spec Educ

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“…There is a scarcity of information regarding teacher-delivered support (e.g., training, coaching, feedback, and supervision) for special education paraprofessionals. In a single-case study, Brock and Carter (2016) investigated whether a training package that included direct instruction, video modeling, and coaching with feedback would improve paraprofessional implementation fidelity when implementing peer support arrangements for students with severe disabilities in a general education setting. Findings revealed teacher-delivered instruction, in addition to coaching and feedback, not only increased implementation fidelity, but also improved outcomes for three of the four students in the study.…”

Section: Implications For Policy Practice and Future Researchmentioning

confidence: 99%

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

Massafra

Gershwin

Gosselin

2020

Journal of Disability Policy Studies

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Over the past two decades, the paraprofessional role has expanded to include a variety of support roles in both general and special education. Although the most recent 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) addressed the necessity of paraprofessional preparation, training, and supervision, the field of education continues to struggle with incorporating these necessary components. In this article, we summarize current policies and standards, both state and federal, for training paraprofessionals in special education. Next, we provide possible recommendations for policy, practice, and future research to ensure the preparation of paraprofessionals and ultimately, the success of students who have disabilities.

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“…To help the teacher overcome the difficulties, we need a model or approach to resolving difficulties or obstacles in PBM for teachers that is by providing trainings . The purpose of trainings are for the improvement of learning processes and to help teachers achieve the goals of teaching learning process that have been planned for its students (Aelterman, 2016;Brock & Carter, 2016). Professional teachers can certainly be hired by anyone as long as they have fulfilled the academic criteria and requirements.…”

Section:  Introductionmentioning

confidence: 99%

The Principal Strategies in Improving Teachers’ Professional Competence at Public Elementary School in South Aceh

Risawaton

Kharuddin

2020

J. Pend. Progresif

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The Principal Strategies in Improving Teachers' Professional Competence at Public Elementary School in South Aceh. Objectives: The purposes of this research are to understand the programs, strategies, and principals' obstacles and supporting factor in inproving teachers' professional competence at Public Elementary School in Aceh Selatan, Indonesia. Methods: This research uses descriptive method with qualitative approach. This research uses descriptive method with qualitative approach. Data collection were conducted through interviews, obsevation, and documentation studies. The subject of this research is the principals and teachers. Findings: The results of this research showed (1) preparation of the principal's program in improving teacher professionalism such as: annual program, semester program, steps arragement of learning plan such as syllabus, lesson plan, and etc., (2) The Strategies in improving teachers' professional include: Division of tasks, holding the training and attending the teachers working group. (3) the teachers have all mastered IT, most of teachers are undergraduate student, and most teachers have the teaching certificate.

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Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements

Abstract: ACKNOWLEDGEMENTSI would like to thank the following faculty members who have served on my doctoral committee and offered invaluable feedback and guidance throughout this and other research

Cited by 61 publications

References 39 publications

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

Are Peer Support Arrangements an Evidence-Based Practice? A Systematic Review

Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities

The Principal Strategies in Improving Teachers’ Professional Competence at Public Elementary School in South Aceh

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