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Dissertations / Theses on the topic 'Paraprofessional'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

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1

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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2

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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3

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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4

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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6

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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7

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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8

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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9

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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10

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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11

Chisom, Jessica Elizabeth. "Supervising Paraprofessionals in Middle School Classrooms: A Case Study." Diss., Virginia Tech, 2002. http://hdl.handle.net/10919/29764.

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The purpose of this qualitative study is to examine how teachers provide supervision to paraprofessionals in middle school classrooms. The numbers of paraprofessionals in school settings have continued to increase thus causing roles for both teachers and paraprofessionals to evolve. Teachers and paraprofessionals perceive the teacher's supervisory role differently (D'Aquanni, 1997; Milner, 1998; Mueller, 1997). Consequently, this descriptive case study examines how teachers provide supervision to paraprofessionals in middle school classrooms. Questions regarding the teacher's role as a supervi

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12

Mele, Susan Catherine. "The Supervision of Paraprofessionals in Elementary School Classrooms." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/50532.

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The purpose of this study was to examine and explain the quality of teacher supervision of paraprofessionals. The researcher analyzed (a) pre-service and in-service supervisory training received by teachers who supervised paraprofessionals, (b) teacher knowledge of supervisory practices, (c) teacher supervisory practices applied to supervision, (d) teacher accountability for supervision, (e) time teachers met with paraprofessionals, and (f) other personal or situational factors that influenced the quality of teacher supervision of paraprofessionals. The methodology for the study was multipl

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13

Koval, Bryan Charles. "Undergraduate Students in Paraprofessional Roles and their Use of Online Social Networks." Thesis, The George Washington University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3744333.

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<p> The purpose of this study was to examine the lived experience of undergraduate students who use online social networks such as Facebook while serving in paraprofessional roles on campus. The researcher conducted a qualitative study to address a primary research question: What is the interplay between college students’ participation in online social networks and campus-based paraprofessional roles? The study identified themes that can be used to understand this student experience. These themes contribute to the growing theoretical understanding of how online social networks and parapr

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14

Keller, Sylvia D. "Validation of Peer-Teaching-Peer Paraprofessional Model in Teen Parenting Nutrition Education." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/390.

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Each year, teen pregnancy occurs in 750,000 15-to-19 year-old women in the United States (U.S.). Utah has the youngest population and the lowest teen abortion rates in the U.S. Approximately 73% of teen pregnancies in Utah result in live births. The prevalence of teen pregnancy and the nutritional risk to mother and child result in a much greater need for social support, such as nutrition education. Current literature shows that the paraprofessional model is effective in increasing positive behavior change through nutrition education. Presently, there is a lack of evidence that paraprofes

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15

Regehr, Lindsay Jacalyn. "Paraprofessional Counselors' Perceptions of Storybooks to Facilitate Children's Communication Following Parental Suicide." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7715.

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A parent's death it is one of the most stressful and traumatic events in a child's life (Guldin et al., 2015; Worden, 1996, 2008). In particular, when bereavement is linked to a parent's suicide, children face unique challenges and are more vulnerable to potentially negative outcomes (Brent, Melhem, Donohoe, & Walker, 2009; Haine, Ayers, Sandler, & Wolchik, 2008; Pitman, Osborn, King, & Erlangsen, 2014; Young et al., 2012). Although many factors influence children's recovery following a parent's suicide, the surviving parent's emotional stability and emotional availability to support their chi

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Dunn, Sarah Caroline. "Difference in Scores Between Teacher Certification Program Students With and Without Paraprofessional Experience." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2239.

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Demand for highly effective, qualified teachers grew as legislation such as No Child Left Behind (NCLB) and the Individuals With Disabilities Education Act (IDEA) raised the requirements for teachers and paraprofessionals. One suggestion for meeting this demand for teachers who can bring about the required classroom outcomes is to encourage paraprofessionals to become certified teachers—with the expectation that paraprofessionals' prior experience in the school environment will make them likely to excel as teachers. This study examined whether Brigham Young University Special Education teacher

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Stewart, Meghan. "The Relationship between the Special Education Team and Paraprofessional Roles| A Case Study." Thesis, Minot State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931713.

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<p> This study explores the special education team’s relationship to the role definition of paraprofessionals. Specifically, it examines the different viewpoints of the special education team regarding the roles of paraprofessionals in one Midwestern elementary school with a strong special education team. Traits of the special education team that serve as a catalyst for defining paraprofessional roles are identified. Currently in the United States, 6.6 million students receive special education services. Over 1.2 paraprofessionals help to support these students. With so many paraprofessi

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Havlicek, Alexa Ann. "TRAINING PARAPROFESSIONAL USE OF DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR PROCEDURES USING BEHAVIORAL SKILLS TRAINING." OpenSIUC, 2017. https://opensiuc.lib.siu.edu/theses/2238.

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AN ABSTRACT OF THE THESIS OF Alexa A. Havlicek, for the Master of Science degree in Behavior Analysis, presented on November 3, 2017 at Southern Illinois University. TITLE: TRAINING PARAPROFESSIONAL USE OF DIFFERENTIAL REINFORCEMENT OF OTHER BEHAVIOR PROCEDURES USING BEHAVIORAL SKILLS TRAINING MAJOR PROFESSOR: Dr. Ruth Anne Rehfeldt Students with disabilities often exhibit problem behaviors in the classroom. Differential Reinforcement of Other Behaviors (DRO) has been found to be an effective strategy in decreasing problem behaviors and increasing other appropriate behaviors for students with

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19

Nelson, Heather Goodwin. "Perceived Impact of the No child Left Behind Act of 2001 on Paraprofessionals." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd924.pdf.

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Winstead, Robert A. "The Road from Paraprofessional to Certified Teacher: A State, School District, and University Partnership." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etd/2297.

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Over the past few decades thousands of special education teachers have been teaching students with disabilities on emergency or temporary certificates (Barnes, Crow, & Schaefer, 2007). The majority of these teachers entered the field of education with little to no preparation. Most of these under qualified teachers were hired in rural areas. Prior to the establishment of the cohort between the Tennessee Department of Education and East Tennessee State University-Sevier County Schools in 2000, there had been little to no planning in addressing the challenge of teacher shortage, specifically tea

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21

Armstrong, Joseph. "Paraprofessional counselling : the effectiveness and development of a group of volunteer mental health counsellors." Thesis, Abertay University, 2011. https://rke.abertay.ac.uk/en/studentTheses/95f33703-09b3-4504-ac1b-abdf1c1cbbf1.

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Background: Existing research findings provide evidence for the general effectiveness of paraprofessional counsellors. However, research into the effectiveness of paraprofessional counsellors with specific client opulations is lacking, and we currently know little about the processes of development in this group of practitioners. To address these issues, two empirical studies were carried out. Aim of Study 1: To evaluate the effectiveness of a group of 12 minimally trained/experienced volunteer mental health counsellors. Method: Data were collected over a one year period on 118 clients referre

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Weierbach, Florence M. "Facilitator for Quarterly in Service Focusing on Health of Paraprofessional Caregiver and Client Bondaries." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/7403.

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23

Seibel, Megan M. "Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26478.

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In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006; Forester, 1989). This study explored the conceptual and practical role of experience in a paraprofessional educator model and focused on the situated, contextual experiences of paraprofessionals in the communities they work

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24

Walters, Amy Sanford. "Family Perspectives of the Professional-Paraprofessional Partnership Model of Home-Based Early Intervention Service Delivery." DigitalCommons@USU, 1994. https://digitalcommons.usu.edu/etd/6055.

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Current legislation regarding early intervention services has focused on the family unit, rather than the individual child, as the recipient of services. A model of family-centered care has been adopted and as a result, new models for service delivery have been developed. The present study examined family perspectives of the professional-paraprofessional partnership model, and assessed the ecological validity of this model as it relates to the basic principles of family-centered care. Families who participated in an early intervention program that utilized the professional-paraprofessional par

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25

Goodman, Jordan Mark. "An Evidence-based Evaluation of Behavior Management Practices Among Paraprofessionals." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8534.

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Paraprofessionals (i.e., paid school employees working under the supervision of licensed and certified personnel) are being given expanded roles and responsibilities in schools. Unfortunately, many paraprofessionals in the United States are not well trained and are asked to take on responsibilities they have not been prepared for. One of those responsibilities is managing student behavior. The purpose of this study was to evaluate paraprofessionals' self-reported behavior management practices. Using a survey, we collected information concerning paraprofessionals' feelings of confidence in mana

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Lapsley, Sara E. "Understanding the experience of paraprofessional support in the Veterans Transition Network : what helped and hindered." Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/52906.

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Paraprofessional support is a widely used intervention with military populations, although the mechanisms underlying its effectiveness are not fully understood. The Veterans Transition Network (VTN) offers group programming for military veterans experiencing challenges transitioning back to civilian life. Initial research has suggested it has beneficial outcomes for participants. Former participants of the VTN are trained as paraprofessionals and help deliver the program. The involvement of paraprofessionals is considered integral to the VTN, although little is known about how their role impac

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Sparks, Jonathan David. "Developing A Computerized Distance Adult Learning System For A Library Paraprofessional "In-service Training" Course." NSUWorks, 1994. http://nsuworks.nova.edu/gscis_etd/854.

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The problem that was investigated in this dissertation was the utility of the classroom-based in-service training program for the continuous training of library paraprofessional employees of the Miami-Dade Public Library System in Dade County, Florida. The lack of a continuous, well-organized in-service training program was revealed in the investigation. The rationale for the investigation was that a continuous distance education instructional delivery system would provide not only more consistency and organization to the annual, classroom-based training program, but also would provide additio

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Wermer, Lauryn. "Efficacy of Coaching a Paraprofessional to Promote Communication for a Student with Autism and Complex Communication Needs." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461272022.

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Horan, Jacqueline Anne. "Reading to Mastery : a paraprofessional delivered small group systematic reading intervention informed by the psychology of efficacy development." Thesis, University of East London, 2010. http://roar.uel.ac.uk/3674/.

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Reading to Mastery (R2M) is a one group pre-post design small group supplementary reading intervention delivered by briefly trained paraprofessionals (Teaching Assistants (TAs)) and informed by the psychology of efficacy development (Bandura, 1997, 2001). The R2M intervention focused on teaching the five components of reading (phonics, phonology, fluency, vocabulary and comprehension) in a small group environment to facilitate the development of reader and learner efficacy. TAs delivering the R2M intervention received five half-day training sessions (15 hours). R2M was implemented in two stage

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Downing, Courtney. "Efficacy of Video Modeling and Performance Feedback to Train a Paraprofessional to Support a Student With Complex Support Needs." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468350329.

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31

Keane, Thomas Edward. "The relationship between paraprofessional job satisfaction and student academic and co-curricular success for secondary school students in special education." Thesis, Boston University, 2007. https://hdl.handle.net/2144/32780.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>This study examined three upper middle class suburban high schools to investigate whether there were differences in the way students with special needs were educated. Did the schools embrace an inclusionary p

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Frantz, Rebecca. "Coaching teaching assistants to implement naturalistic behavioral teaching strategies to enhance social communication skills during play in the preschool classroom." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23117.

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Naturalistic behavioral interventions increase the acquisition, generalization, and maintenance of child social communication skills among children with developmental delays (DD). Teaching Assistants (TAs) are ideal interventionists for delivering social communication interventions because of the significant amount of time they spend working directly with children with DD in the preschool classroom. However, professional development for TAs is often inadequate and there has been a limited amount of research in this area. In addition, TAs are often working with more than one child at a time w

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Mahon, Jake. "An Experimental and Descriptive Analysis of a Multilevel Consultation Model to Support Paraprofessionals in Implementing Behavioral Interventions in an Early Childhood Special Education Setting." Thesis, University of Oregon, 2018. http://hdl.handle.net/1794/23704.

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Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and five, and had a history of challenging behavior. Paraprofessionals in the study were recruited because they had the least experience and training administering behavior support plans (BSPs) in their setting. A multi-level consultation model was used to train paraprofessionals (i.e., teaching assistants) to implement individualized BSPs. First, paraprofessionals were trained in

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Sadouskas, Andrew Patrick. "Resident Advisor Selection: Is a Broad Measure of Personality a Good Predictor of Resident Advisor Performance?" Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1320283024.

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Flynn, Ann Rene'. "Positionality of Paraeducators: A Phenomenological Study in a Public School District in the Pacific Northwest." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1604220553250944.

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O'Keeffe, Breda Victoria. "The Effects of Fluency Training on Implementation Fidelity of a Reading Intervention Conducted by Paraprofessionals." DigitalCommons@USU, 2009. https://digitalcommons.usu.edu/etd/452.

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Improving educational outcomes involves many variables, including identifying effective interventions and ensuring that they are effectively implemented in schools. Within a "response to intervention" model, treatment integrity of academic interventions has become increasingly important. However, recent research has suggested that ensuring treatment integrity by instructional staff may require intensive coaching, including daily or weekly performance feedback. This system may be unsustainable in typical schools because of limited resources for supervision. Some studies have found that treatmen

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Hix, Jordan T. "Involvement of Principals in Hiring, Professional Development, and Evaluation of Paraeducators." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4307.

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Previous research has found paraeducators do not receive adequate training (Giangreco,Broer, & Edelman, 2002), and are often infrequently evaluated –yearly or less often (Mueller, 2002; Morgan, Ashbaker, & Young, 2001). Little is known about principals' practices relative to paraeducator training, and evaluation. To investigate these topics, a survey was distributed to principals that worked in a large suburban/rural school district in the western United States. Fifty-eight participants completed surveys at a district principals meeting. The results of the study indicated a large majority of p

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Enriquez, Jose Elder. "Improving Student Engagement: An Evaluation of the Latinos in Action Program." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3266.

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Hispanic students make up 12% of the enrollment in Utah elementary and secondary schools but only 3.4% of the enrollment at Utah's colleges and universities, according to Alemán and Rorrer (2006). The intervention Latinos in Action (LIA) seeks to increase high school completion and college graduation rates among emergent bilingual Latinos by involving them as paraprofessional literacy tutors for younger Spanish-speaking students. This dissertation, written in article-ready style, reports on two studies of the program. Study 1, a survey of 128 high school students, found that those involved in

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Wagner, Karen. "THE EFFECTS OF THE ATTAINMENT OF FUNCTIONAL ASSESSMENT SKILLS BY PRESCHOOL TEACHERS AND THEIR ASSISTANTS ON STUDENTS' CLASSR." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3725.

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The purpose of this study was to examine the effects of teaching functional assessment skills to three Prekindergarten teachers and their teaching assistants. The effects were measured by examining the behavior of the teachers and assistants, as well as the behaviors of the students; before, during and after the delivery of three, two-hour functional assessment classes. The teaching staff videotaped themselves and their students during a regular class time, predetermined by the researcher and each teacher prior to the onset of baseline data collection, over an approximate nine-week period. The

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Taylor, Christine M. "Identifying training needs of educational paraprofessionals /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8301.

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Thesis (Ed. D.)--University of Oregon, 2008.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 185-191). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Aschemeier, Amy R. "The roles of paraprofessionals in physical education." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286500.

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Eight years after the passage of the Individuals with Disabilities Education Act (PL 105-17), there still appears to be gaps in the efforts to ensure that students with disabilities are given a free and appropriate public education. While the No Child Left Behind Act of 2001 aims to create school environments where teachers and paraprofessionals are highly qualified for all students, the issue of having adequately trained paraprofessionals assisting in physical education continues to be ignored. The purpose of this study was to determine the basic profiles of paraprofessionals assigned to phys

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Strong, Velma Pauline Gilstrap. "The views of principals, supervising teachers, and chapter I paraprofessionals on the actual and ideal role behavior of chapter I paraprofessionals." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1989. http://digitalcommons.auctr.edu/dissertations/1719.

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The purpose of this study was to determine if discrepancies existed in the views of principals, supervising teachers, and Chapter I paraprofessionals regarding the actual and ideal role behavior of Chapter I paraprofessionals. The study also sought to determine if there were discrepancies between paraprofessionals' knowledge of role content and role behavior. In addition, the differences among certain biographical variables: age, sex, education, experience, certification and role knowledge of the paraprofessionals were examined. The study was conducted during the 1988-89 school year. A questio

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Preston, Zhanna B. "Challenging Behaviors| Perceived Training Needs of Special Education Paraprofessionals." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3701025.

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<p> <b>Purpose:</b> The purpose of the study was to identify the most challenging and frequently occurring types of student behavioral problems that paraprofessionals in the K-12 public school setting encounter. In addition, the purpose of the study included identifying the most effective ways to prepare special education paraprofessionals to manage the most challenging and frequently occurring student behaviors through effective professional development practices. </p><p> <b>Methodology:</b> The mixed methods study primarily involved collecting and analyzing qualitative and quantitative dat

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Otto, Rodney D. "Staffing to fulfill the Great Commission paraprofessionals in the church /." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Austin, Kira. "Training needs of paraprofessionals supporting students with autism spectrum disorders." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3056.

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The purpose of this study was to understand professional development for paraprofessionals supporting students with ASD in Virginia. This understanding was reached through explanatory, sequential mixed methods design. Surveys and interviews provided insight into training practices, training needs, and training barriers. An interpretation of their professional development was developed through considering the perceptions of paraprofessionals supporting students with ASD, teachers of students with ASD, and directors of special education. Findings revealed a lack of supervision, training, and ski

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Cramer, Margaret M. Jr. "Factors Influencing The Tasks Performed By Paraprofessionals In Elementary Inclusive Classrooms." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/40524.

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Although there has been a phenomenal growth in the utilization of paraprofessionals in inclusive classrooms in recent years, few researchers have addressed key issues surrounding role changes. A review of the literature indicated a need for additional research in the areas of efficacy of utilization, identification of task assignments, and development of training programs for teachers and paraprofessionals. Often special education and general education teachers are given the responsibility of determining what tasks will be performed by paraprofessionals without receiving guidelines or super

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Whitt, Melissa Jayne. "Training peer paraprofessionals in career services: An analysis of current practices." W&M ScholarWorks, 1993. https://scholarworks.wm.edu/etd/1539618889.

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This study examined how closely guidelines proposed by Ender, Schuette, & Neuberger (1984) are being followed for training of career services peer paraprofessionals and how programs have changed since the mid 1980s. Surveys were sent to supervisors and peer paraprofessionals at 161 offices of career services at colleges and universities throughout the United States which were identified by McKenzie and Manoogian-O'Dell (1988) as having active paraprofessional programs.;Research questions were asked regarding (1) training content, (2) evaluation of paraprofessionals, and (3) form of reimburseme

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Husby, Brian Archie Thomas. "Adult-child discourse: A focus on paraprofessionals in early childhood special education." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185832.

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Employing paraprofessionals in early childhood special education is a growing practice in education. Most of the previous research on paraprofessionals has relied on survey data. Specifically, this investigation focused on: (a) delineating the various roles which paraprofessionals play in early childhood special education services; (b) describing these early childhood settings in terms of micro-contexts; (c) identifying variations in paraprofessional roles across contexts; and (d) describing the discourse structure between paraprofessionals and special needs children across paraprofessional ro

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Archibald, Donna Lynn. "The roles and responsibilities of the Georgia Special Education paraprofessionals and the impact of the NCLB mandates an assessment by Georgia administrators, Special Education teachers, and Special Education paraprofessionals /." Click here to access dissertation, 2008. http://www.georgiasouthern.edu/etd/archive/spring2008/donna_l_archibald/archibald_donna_l_200801_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2008.<br>"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Linda M. Arthur. ETD. Electronic version approved: May 2008. Includes bibliographical references (p. 139-151) and appendices.

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Skulina, Janet Ann. "Paraprofessionals in general education environments: A comparison of parent perceptions and classroom observations." Scholarly Commons, 2003. https://scholarlycommons.pacific.edu/uop_etds/2535.

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The purposes of this study were to (a) describe parents' perceptions of what paraprofessionals are doing for and with their child in inclusive situations and (b) to compare the perceptions of parents to what is actually happening in the classroom. Ten parent and child pairs agreed to participate in this study. The parent and child pairs were chosen on the basis of their child's special education eligibility. The parents were interviewed using a structured interview guide. Children were observed in their general education classroom three times with each observation lasting one hour. A total of

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