Training Paraprofessional Staff to Facilitate Social Interactions Within a Job-Embedded Training Model

Abstract

This study examined a special education teacher delivered job-embedded paraprofessional training curriculum to increase the rates of social facilitation by paraprofessionals working with students with low-incidence disabilities in general education settings. Rates of social facilitation, and subsequent rates of social interactions between students with disabilities and their general education classmates were measured utilizing a multiple probe design across six participating special education teacher, paraprofessional, and student triads. Special education teachers were able to train their paraprofessionals in a short amount of time and in a manner consistent with their existing teaming model. Results varied by triad, with some participants showing strong treatment effects after receiving the training, and some showing limited effects. All students with low-incidence disabilities increased their rates of social interactions with general education peers as a result of the training. Social validity measures and field notes indicate that teachers were pleased with the training package and would be willing to use the curriculum to train paraprofessionals in the future. Implications for paraprofessional training practices in schools are discussed.