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Relevant bibliographies by topics / Paraprofessional

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Academic literature on the topic 'Paraprofessional'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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Journal articles on the topic "Paraprofessional"

1

Brock, Matthew E., Rachel L. Seaman, and Courtney Downing. "Promoting Learning for a Student with a Severe Disability Through Paraprofessional Training." Research and Practice for Persons with Severe Disabilities 42, no. 4 (2017): 211–24. http://dx.doi.org/10.1177/1540796917729682.

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Most paraprofessionals are not well trained to implement evidence-based practices that can improve student outcomes. In this study, we trained a paraprofessional to use evidence-based instructional practices with an elementary student with a severe disability who exhibited challenging behavior. Through functional analysis, we determined the function of the student’s problem behavior was to escape instructional demands. We used a multiple probe across behavior design to test the efficacy of video modeling and performance feedback on the paraprofessional’s implementation of three evidence-based

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Malmgren, Kimber W., Julie N. Causton-Theoharis, and Beverly J. Trezek. "Increasing Peer Interactions for Students with Behavioral Disorders via Paraprofessional Training." Behavioral Disorders 31, no. 1 (2005): 95–106. http://dx.doi.org/10.1177/019874290503100105.

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As more and more students with behavioral disorders (BD) are included in general education classrooms, the use of paraprofessionals in one-on-one support roles has expanded. Unfortunately, the use of paraprofessionals to provide one-on-one assistance can result in social isolation for students with disabilities. This multiple-baseline single-subject study examined the effectiveness of a paraprofessional training program designed to teach paraprofessionals to facilitate interactions between elementary-age students with BD and their peers in the general education classroom. Baseline and postinte

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Bordeianu, Sever, and Virginia Seiser. "Paraprofessional Catalogers in ARL Libraries." College & Research Libraries 60, no. 6 (1999): 532–40. http://dx.doi.org/10.5860/crl.60.6.532.

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The authors conducted a survey of ARL member libraries to identify the minimum education and experience required of paraprofessional catalogers. The majority of surveyed libraries responded that they use paraprofessionals to catalog various types of materials. A higher number of libraries use paraprofessionals in copy cataloging than in original cataloging. Although no single model of education and training for paraprofessional catalogers exists, certain patterns emerge. The educational expectations for copy catalogers are lower than those for original catalogers. Training takes place on the j

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Wakimoto, Diana K. "Decline in Reference Transactions with Few Questions Referred to Librarian when the Reference Desk is Staffed by a Paraprofessional." Evidence Based Library and Information Practice 6, no. 1 (2011): 53. http://dx.doi.org/10.18438/b8c039.

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A Review of: Dinkins, D., & Ryan, S. M. (2010). Measuring referrals: The use of paraprofessionals at the reference desk. The Journal of Academic Librarianship, 36(4), 279-286.  Objective — To determine the type and percentage of questions referred to a librarian by a paraprofessional (i.e., an individual without an MLIS) staffing the reference desk, whether the percentage of referrals would decrease over time, and any consequences from having a paraprofessional rather than a librarian staffing the desk.  Design — Quantitative analysis of reference desk transac

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Singleterry, Lisa R., and Mildred A. Horodynski. "Paraprofessionals’ perceptions on delivering infant feeding lessons to disadvantaged mothers via a self-directed computer-supported method." Health Education Journal 71, no. 6 (2011): 754–62. http://dx.doi.org/10.1177/0017896911425535.

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Objective: To ascertain paraprofessionals’ perceptions regarding a self-directed computer-supported nutrition educational intervention to disadvantaged mothers of infants. Design: Qualitative focus group study. Setting: Three county extension programs in a Midwestern state, which serve disadvantaged families. Method: Sixteen paraprofessional nutrition educators, affiliated with Extended Food and Nutrition Programs (EFNEP), took part in three focus groups led by a facilitator following a semi-structured questioning route. Results: Three themes emerged: (1) paraprofessionals’ perceptions of pers

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Wermer, Lauryn, Matthew E. Brock, and Rachel L. Seaman. "Efficacy of a Teacher Training a Paraprofessional to Promote Communication for a Student With Autism and Complex Communication Needs." Focus on Autism and Other Developmental Disabilities 33, no. 4 (2017): 217–26. http://dx.doi.org/10.1177/1088357617736052.

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Students with complex communication needs require well-designed supports to communicate effectively in school settings. Although paraprofessionals are often charged with supporting these students, they are rarely trained in how to promote communication, and there is limited research on how they might be trained. In this study, we used a multiple baseline across behaviors design to test the efficacy of a teacher-implemented training package to train a paraprofessional to provide opportunities for an elementary student with autism to respond, set up opportunities for her to initiate, and impleme

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Yeroshenko, Kateryna. "Monitoring of public adviser’s activities: experience of paraprofessional social workers." Scientific bulletin of South Ukrainian National Pedagogical University named after K. D. Ushynsky 2020, no. 4 (133) (2020): 128–34. http://dx.doi.org/10.24195/2617-6688-2020-4-16.

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This article outlines approaches to the monitoring of paraprofessional activities in the field of social work on the example of international and Ukrainian experience. The article aims to highlight alternative options for monitoring the work of paraprofessional social workers: on the basis of social services, within the inclusion in an intradisciplinary team, as well as in the format of individual activities of paraprofessionals in society. Based on the results of a desk study of international experience in monitoring the activities of paraprofessional communities, analysis of monitoring repor

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Causton-Theoharis, Julie N., and Kimber W. Malmgren. "Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training." Exceptional Children 71, no. 4 (2005): 431–44. http://dx.doi.org/10.1177/001440290507100403.

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As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data wer

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Barnes, Tia N., Christina Cipriano, and Yu Xia. "Cultivating Effective Teacher–Paraprofessional Collaboration in the Self-Contained Classroom." Beyond Behavior 30, no. 2 (2021): 107–15. http://dx.doi.org/10.1177/10742956211021858.

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Teacher–paraprofessional collaboration plays an important part in the daily functioning of self-contained classrooms serving students with emotional and behavioral disorders. Unfortunately, few training opportunities are provided to teachers on how to supervise and collaborate with paraprofessionals in the classroom setting. In this article, we present best practices for developing effective teacher–paraprofessional collaboration.

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Massafra, Aimee, Tracy Gershwin, and Katrine Gosselin. "Policy, Preparation, and Practice . . . Oh My! Current Policy Regarding the Paraprofessional Role and Preparation for Working With Students With Disabilities." Journal of Disability Policy Studies 31, no. 3 (2020): 164–72. http://dx.doi.org/10.1177/1044207320920004.

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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 recommendati

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Dissertations / Theses on the topic "Paraprofessional"

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Mavropoulos, Yannis. "Paraprofessional supervision: A survey of special education teachers and paraprofessionals." W&M ScholarWorks, 2005. https://scholarworks.wm.edu/etd/1550154128.

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Berecin-Rascon, Maria Ann. "Perceptions of Special Education Paraprofessionals Regarding Training." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/194375.

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National shortages of special education teachers exist due to increased enrollments, retirements, and teacher attrition. In the Southwest, rapid population growth also contributes to the personnel shortage. Paraprofessionals may be a promising group of potential teachers (Smith, 2003; Tillery et al, 2003; White, 2004). Little research exists concerning the perceptions of paraprofessionals about their training and interest in teaching. This study investigated the perceptions of 48 paraprofessionals concerning training experiences in one Southwestern school district. A 46-item Paraprofessional T

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Prigge, Debra J. "Supervising the special education paraprofessional in inclusionary settings /." Thesis, Connect to this title online; UW restricted, 1996. http://hdl.handle.net/1773/7625.

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Marz, Carrie Oden. "Obstacles in pursuing teacher certification of paraprofessional employees in a Texas urban school district." Texas A&M University, 2003. http://hdl.handle.net/1969.1/3873.

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School districts across the country are faced with teacher shortages in critical need areas such as special education and bilingual education. Further complicating this shortage is the movement to augment the existing teaching force with minority teachers in order to more closely reflect the changing demographics of the student population. Many states/districts have turned to alternative routes to teaching certification as the answer to expedite the recruitment of teachers. A largely untapped resource for new teachers can be found among the talented paraprofessional employees already employed

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Harris, Beth. "Paraprofessional Proximity and Decision Making During Interactions of Students with Visual Impairments." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195989.

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This study examined two aspects of the use of paraprofessionals with students with visual impairments: 1) the effect of paraprofessional proximity on the students' interactions with peers and teachers in the regular education classroom, and 2) factors that may influence a paraprofessional's decision to interact or not interact with a student with a visual impairment. The four student/paraprofessional case studies included data collected by means of classroom observations, demographic forms, and semi-structured interviews. The classroom observation data were analyzed using the chi-square statis

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Seaman, Rachel Lynn. "Paraprofessional-Implemented Vocational Training for Students With Severe Disabilities." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493500711957814.

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Hansen, Linda. "Paraprofessionals in the Classroom: Creating a Test Bank." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1520.pdf.

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Bubb-McKinnie, Esther. "Paraprofessional Implementation of Evidence-Based Practices for Special Education Students." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4199.

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Paraprofessionals often constitute the primary support system for special education students and are core members of special education instructional teams. Therefore, the Individuals With Disabilities Education Act requires that paraprofessionals receive adequate training, including training in evidence-based practices (EBP). However, paraprofessionals often do not obtain the training and professional development they need to become qualified. The unpreparedness of paraprofessionals may lead to discouraging student outcomes. Informed by social constructivism, the purpose of this exploratory ca

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Tupper, Nicole Denise. "Responses of paraprofessional nursing staff to death in long-term care." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq24993.pdf.

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Hsu, Sungti. "Legislation, Litigation, Regulation, and Implementation of Paraprofessional Supervision in School Settings." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1782.pdf.

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Books on the topic "Paraprofessional"

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S, Baker Susan, ed. Maximizing paraprofessional potential. Krieger Pub. Co., 1999.

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Rodgers, Terry. The library paraprofessional: Notes from the underground. McFarland & Co., 1997.

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Inclusion: An essential guide for the paraprofessional : a practical reference tool for all paraprofessionals working in inclusive settings. 2nd ed. Peytral Publications, 2003.

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Inclusion: An essential guide for the paraprofessional : a practical reference tool for all paraprofessionals working in inclusionary settings. Peytral Publications, 1996.

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Wallace, Val. Who manages the library?: The role of the paraprofessional. Branch & Mobile Libraries Group of the Library Association, 1992.

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1960-, Langley Tammy, ed. Office and career management for the eye care paraprofessional. SLACK Inc., 1997.

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Institute, Paraprofessional Healthcare. Creating a culture of retention: A coaching approach to paraprofessional supervision. Paraprofessional Healthcare Institute, 2001.

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Peterson, Lorna. In-service training and staff development for the paraprofessional in libraries: A selective bibliography. Vance Bibliographies, 1985.

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Wood, Joan B. Model training project for paraprofessional home care providers to rural minority elderly: Final project report. U.S. Administration on Aging, 1986.

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Jeanne, Heid-Grubman, and Schuerman Charlotte K, eds. The paraprofessional in home health and long-term care: Training modules for working with older adults. Health Professions Press, 1995.

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Book chapters on the topic "Paraprofessional"

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Geno, Danielle. "Paraprofessional." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_800.

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Geno, Danielle. "Paraprofessional." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_800.

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Korfmacher, Jon. "Supporting the Paraprofessional Home Visitor." In Home Visitation Programs. Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-17984-1_6.

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Douglas, Natalie F., Michelle S. Bourgeois, and Ellen M. Hickey. "Professional and Paraprofessional Caregiver Training and Supervision." In Dementia. Routledge, 2017. http://dx.doi.org/10.4324/9781315103891-10.

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Jitgarun, Kalayanee, Paiboon Kiattikomol, and Anuvat Tongsakul. "Quality Assurance for the Engineering Paraprofessional in Thailand." In Engineering Education Quality Assurance. Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0555-0_8.

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Maríñez-Lora, Ané M., and Stephen M. Quintana. "Paraprofessionals." In Encyclopedia of Cross-Cultural School Psychology. Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_300.

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Durlak, Joseph A. "Paraprofessionals." In Encyclopedia of psychology, Vol. 6. American Psychological Association, 2000. http://dx.doi.org/10.1037/10521-013.

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Rose, Richard, and Michael Shevlin. "The Experiences of Paraprofessionals." In Establishing Pathways to Inclusion. Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-12.

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Bright-Long, Lory E. "Easing the Burden of Caregiving for the Paraprofessionals." In Advances in Experimental Medicine and Biology. Springer US, 1990. http://dx.doi.org/10.1007/978-1-4613-0665-8_11.

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Kinyanjui, Benson, and Debra A. Harley. "Utilizing Indigenous Volunteers and Paraprofessionals for Disability Advocacy and Service in Rural America." In Disability and Vocational Rehabilitation in Rural Settings. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64786-9_37.

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Conference papers on the topic "Paraprofessional"

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Pavlidou, Elisavet, and Lefkothea Kartasidou. "PROFESSIONAL QUALITY OF LIFE OF SPECIAL EDUCATORS AND PARAPROFESSIONALS IN GREECE." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.0199.

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Reports on the topic "Paraprofessional"

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Lenz, Janet, and Julia Panke. Paraprofessionals in Career Services. Florida State University Libraries, 2001. http://dx.doi.org/10.17125/fsu.1525969962.

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Kumar, Shiv, Chander Shekhar, N. K. Gupta, et al. Provision of emergency contraceptive services through paraprofessionals in India. Population Council, 2007. http://dx.doi.org/10.31899/rh4.1163.

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Lenz, Janet. Paraprofessionals in Career Services: The Florida State University Model Technical Report 27. Florida State University Libraries, 2000. http://dx.doi.org/10.17125/fsu.1525967275.

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Moreno, Regina. Paraprofessionals Who Work with Elementary Grade Students with Significant Disabilities in Inclusive Settings. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7274.

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OOSTHUIZEN, J. Veterinary paraprofessionals: their governance and role in improving animal health and welfare in Africa. O.I.E (World Organisation for Animal Health), 2019. http://dx.doi.org/10.20506/tt.2986.

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Hunter, Richard. Paraprofessionals in Oregon: an exploratory study of the status of associate degree human service workers. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1607.

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Lavadenz, Magaly, and Anaida Colón-Muñiz. The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Loyola Marymount University, 2017. http://dx.doi.org/10.15365/ceel.policy.5.

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This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and conso

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Learning Disabilities: Use of Paraprofessionals. American Speech-Language-Hearing Association, 1999. http://dx.doi.org/10.1044/policy.rp1999-00128.

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OIE Competency Guidelines for Veterinary Paraprofessionals. OIE World Organisation for Animal Health, 2018. http://dx.doi.org/10.20506/pvs-2758.

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