{"id":576,"date":"2024-08-13T13:25:33","date_gmt":"2024-08-13T13:25:33","guid":{"rendered":"https:\/\/cdci.w3.uvm.edu\/blog\/?page_id=576"},"modified":"2025-06-09T11:00:18","modified_gmt":"2025-06-09T15:00:18","slug":"evolve-plus-selected-paraprofessional-resources","status":"publish","type":"page","link":"https:\/\/cdci.w3.uvm.edu\/blog\/services\/completed-cdci-projects\/evolve-plus\/evolve-plus-selected-paraprofessional-resources\/","title":{"rendered":"EVOLVE Plus: Selected Paraprofessional Resources"},"content":{"rendered":"\n

References<\/h2>\n\n\n\n

<\/a>2024<\/h3>\n\n\n\n

Anderson, E.J., Brock, M.E. & Shawbitz, K.N. (2024). Training Paraeducators to Promote Communication Opportunities for Students with Complex Communication Needs. J Behav Educ<\/em>. https:\/\/doi.org\/10.1007\/s10864-024-09548-6<\/a><\/p>\n\n\n\n

Biggs, E. E., Bumble, J. L., Hacker R. E., Scotti, K. E., & Cushing, C. E. (2024). Professional networks and self-efficacy of paraeducators working with students
with learning to use augmentative and alternative communication (AAC). Research and Practice for Persons with Severe Disabilities<\/em>. Advance online publication. https:\/\/doi.org\/10.1177\/15407969241265971<\/p>\n\n\n\n

Narmene Hamsho, Melissa Collier-Meek, Hayley McAvoy, Jan Blacher, Abbey Eisenhower. (2024). Relationships of paraeducators and teachers with their autistic students. Journal of School Psychology<\/em>, Volume 105, 2024, 101321, ISSN 0022-4405. https:\/\/doi.org\/10.1016\/j.jsp.2024.101321<\/a>.<\/p>\n\n\n\n

Kern, L., Simonsen, B., Sugai, G., Freeman, J., Lewis, T. J., & Chafouleas, S. M. (2024). Supporting Paraeducators and their Use of Active Supervision at Recess: An Exploratory Study. Teacher Education and Special Education<\/em>, 0(0). https:\/\/doi.org\/10.1177\/08884064241234631<\/a><\/p>\n\n\n\n

Kroesch, A. M., Southall, S., Welsh-Young, N., & Peeples, K. N. (2024). Paraprofessionals\u2019 Implementation of Constant Time Delay Procedures With Elementary Students With High-Intensity Behavioral Support Needs. Behavioral Disorders<\/em>, 0(0). https:\/\/doi.org\/10.1177\/01987429241231793<\/a><\/p>\n\n\n\n

McDermott, L., Cruz, R. A., & Feng, Z. (2024). A State-by-State Document Analysis of Official Guidance on Paraprofessional Allocation. The Journal of Special Education,<\/em> 57(4), 195-204. https:\/\/doi.org\/10.1177\/00224669231164392<\/a><\/p>\n\n\n\n

Walker, V. L., Coogle, C., Mickelson, A., & Masud, A. B. (2024). Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision. Focus on Autism and Other Developmental Disabilities,<\/em> Advance online publication. https:\/\/doi.org\/10.1177\/10883576241232887<\/a><\/p>\n\n\n\n

<\/a>2023<\/h3>\n\n\n\n

Damiani, M., Woodfield, C., Elder, B., & Freedman, J. (2023). Professional development for paraprofessionals on inclusive practices using disability studies in education. Journal of Special Education Preparation,<\/em> 3(3), 6\u201327. https:\/\/doi.org\/10.33043\/JOSEP.3.3.6-27<\/a><\/p>\n\n\n\n

Fingerhut, J., Reddy, L. A., Dudek, C., Bronstein, B., & Elliot, A. (2023) Classroom paraprofessional and teachers serving students with disruptive behaviors: A study of professional relationships. Exceptionality<\/em>. Advance online publication. https:\/\/doi.org\/10.1080\/09362835.2023.2271588<\/a><\/p>\n\n\n\n

Hall, S., and Webster, R. (2023): \u2018It\u2019s properly changed, and I think it\u2019s going to continue.\u2019 How the pandemic and the cost of living crisis remade the teaching assistant role. Pastoral Care in Education.<\/em> https:\/\/doi.org\/10.1080\/02643944.2023.2271483<\/a><\/p>\n\n\n\n

Ktenidis, A. (2023). Stories of Surveillance and Resistance: Young People with Dwarfism and Teaching Assistants in Secondary Schools in the United Kingdom. Journal of Disability Studies in Education<\/em> (published online ahead of print 2023). https:\/\/doi.org\/10.1163\/25888803-bja10024<\/a><\/p>\n\n\n\n

Opoku, M.P., Mustafa, A., Anwahi, N., Alkatheeri, F., Alsuwaidi, N., Alqutaiti, A., Belbase, S. (2023). Working as teacher assistants\/aides in schools: understanding experiences in an Arabian context using the wider pedagogical role model. Cogent Education.<\/em> https:\/\/doi.org\/10.1080\/2331186X.2024.2319450<\/a><\/p>\n\n\n\n

Zhenzhen, Z., Weixhao, X., Lei, W., Chunling, L.. (2023). Teaching assistant roles in supporting students with intellectual and developmental disabilities in Chinese primary classrooms: divergent expectations among general education teachers and teaching assistants. International Journal of Developmental Disabilities<\/em>. https:\/\/doi.org\/10.1080\/20473869.2024.2321403<\/a><\/p>\n\n\n\n

 <\/p>\n\n\n\n

<\/a>2022<\/h3>\n\n\n\n

Carter, M., Webster, A., & Stephenson, J. (2022). Perceptions of importance and reported frequency of instruction of self-determination by teaching assistants in New South Wales schools. Australasian Journal of Special and Inclusive Education.<\/em> https:\/\/doi.org\/10.1017\/jsi.2021.24<\/a><\/p>\n\n\n\n

Coogle C. G., Walker V. L., Ottley J., Allan D., & Irwin D. (2022). Paraprofessionals\u2019 perceived skills and needs in supporting students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities<\/em>, 37(4), 227\u2013238. https:\/\/doi.org\/10.1177\/10883576211073699<\/a><\/p>\n\n\n\n

Lockman Turner E., & Curran Mansouri M. (2022). Tips for special education teachers to create effective partnerships with paraprofessionals. Inclusive Practices<\/em>, 1(3), 97\u2013105. https:\/\/doi.org\/10.1177\/27324745221074411<\/a><\/p>\n\n\n\n

Morin, Kristi L., Nowell, S., Steinbrenner, J. (2022). A survey of the experiences of paraprofessionals with roles, training, and communication when working with students with autism. Focus on Autism and Other Developmental Disabilities<\/em>. https:\/\/doi.org\/10.1177\/10883576211066897<\/a><\/p>\n\n\n\n

Nover, C.H., Farrell, A. (2022). Trauma-informed paraeducator training in the United States. Education and Treatment of Children.<\/em><\/p>\n\n\n\n

Reddy, L.A., Glover, T.A., Dudek, C.M., Alperin, A., Wiggs, N.B., Bronstein, B. (2022). A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: paraprofessional and student outcomes. Journal of School Psychology. <\/em>https:\/\/doi.org\/10.1016\/j.jsp.2022.04.002<\/a><\/p>\n\n\n\n

Slez\u00e1kov\u00e1, K., Kissov\u00e1, L., Felcmanov\u00e1, L. (2022). When policy clashes with practice: The case of teaching assistants in the Czech Republic. Journal of Pedagogy<\/em>. https:\/\/doi.org\/10.2478\/jped-2022-0009<\/a><\/p>\n\n\n\n

Swenson, Tim G., Haegele, J. (2022). Examining the role clarity, ability, and training needs of paraeducators supporting students with disabilities in physical education settings. The Physical Educator.<\/em> https:\/\/doi.org\/10.18666\/TPE-2022-V79-I1-10738<\/a><\/p>\n\n\n\n

Turner, Elissa L., Mansour, C. (2022). Tips for special education teachers to create effective partnerships with paraprofessionals. Inclusive Practices. <\/em>https:\/\/doi.org\/10.1177\/27324745221074411<\/a><\/p>\n\n\n\n

Zakai-Maschiash, Mati. (2022) Autistic students speak about their experience with their one-to-one teaching assistants in general high schools. International Journal of Inclusive Education<\/em>. https:\/\/doi.org\/10.1080\/13603116.2024.2343073<\/a><\/p>\n\n\n\n

 <\/p>\n\n\n\n

<\/a>2021<\/h3>\n\n\n\n

Ampuero, M. & Robertson, R. (2021). Improving Paraeducator Mand Training for Students with Autism Spectrum Disorder through a Brief Performance Feedback Intervention. Education and Treatment of Children. <\/em>http:\/\/doi.org\/10.1007\/s43494-021-00068-w<\/a><\/p>\n\n\n\n

Brock M. E., & Anderson E. J. (2021). Training paraprofessionals who work with students with disabilities: What does the research say? Psychology in the Schools<\/em>, 58(4), 702\u2013722. https:\/\/doi.org\/10.1002\/pits.22386<\/a><\/p>\n\n\n\n

Brock M. E., Barczak M. A., Anderson E. J., & Bordner-Williams N. M. (2021). Efficacy of tiered training on paraeducator implementation of systematic instructional practices for students with severe disabilities. Exceptional Children<\/em>, 87(2), 217\u2013235. https:\/\/doi.org\/10.1177\/0014402920947641<\/a><\/p>\n\n\n\n

Fischer, T., Sindelar, P. T., Kramer II, D. (2021). Are paraprofessionals being hired to replace special educators? A study of paraprofessional employment. Exceptional Children<\/em>. https:\/\/doi.org\/10.1177\/00144029211062595<\/a><\/p>\n\n\n\n

Fritzsche, B. & K\u00f6per, A. (2021). (Para-)professionalism in dealing with structures of uncertainty: A cultural comparative study of teaching assistants in inclusion-oriented classrooms. Disability & Society<\/em>. https:\/\/doi.org\/10.1080\/09687599.2020.1867068<\/a><\/p>\n\n\n\n

Giangreco, M. F. (2021). Maslow’s hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education<\/em>, 36(2), 278-293. https:\/\/doi.org\/10.1080\/08856257.2021.1901377<\/a><\/p>\n\n\n\n

Gregori, E., Rispoli, M. J., Lory, C., Kim, S. Y., & David, M. (2021). Effects of teachers as coaches for paraprofessionals implementing functional communication training. Journal of Positive Behavior Interventions.<\/em> https:\/\/doi.org\/10.1177\/1098300720983538<\/a><\/p>\n\n\n\n

Jackson, C., Sharma, U., Odier-Guedj, D., & Deppeler, J. (2021). Teachers\u2019 Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review. Australian Journal of Teacher Education<\/em>, 46(11). http:\/\/dx.doi.org\/10.14221\/ajte.2021v46n11.5<\/a><\/p>\n\n\n\n

Mason R. A., Gunersel A. B., Irwin D. W., Willis H. P., Gregori E., An Z. G., & Ingram P. B. (2021). From the frontlines: Perceptions of paraprofessionals\u2019 roles and responsibilities. Teacher Education and Special Education<\/em>, 44(2), 97\u2013116. https:\/\/doi.org\/10.1177\/0888406419896627<\/a><\/p>\n\n\n\n

Massafra A., Gershwin T., & Gosselin K. (2020). 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<\/em>, 31(3), 164\u2013172. https:\/\/doi.org\/10.1177\/1044207320920004<\/a><\/p>\n\n\n\n

Sobeck E. E., Chopra R., Uitto D., Douglas S., & Morano S. (2021). Paraeducator supervision in pre-service teacher preparation programs: Results of a national survey. Psychology in the Schools, <\/em>58(4), 669\u2013685. https:\/\/doi.org\/10.1002\/pits.22383<\/a><\/p>\n\n\n\n

Walker V. L., Coogle C., Lyon K. J., & Turf M. (2021). A meta-analytic review of paraprofessional-implemented interventions for students with autism spectrum disorder. Psychology in the Schools,<\/em> 58(4), 686\u2013701. https:\/\/doi.org\/10.1002\/pits.22380<\/a><\/p>\n\n\n\n

 <\/p>\n\n\n\n

<\/a>2020<\/h3>\n\n\n\n

Alperin, A., Reddy, L. A., Glover, T. A., Breeden, N., Dudek, C., & Regan, P. (2020) Behavior support coaching for a paraprofessional working with first-grade students exhibiting disruptive behavior problems in an urban high-poverty elementary school. Clinical Case Studies<\/em>. https:\/\/doi.org\/10.1177\/1534650120935197<\/a><\/p>\n\n\n\n

Brock, M. E., & Anderson, E. J. (2020) Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say? Psychology in the Schools<\/em>, 1-21. https:\/\/doi.org\/ 10.1002\/pits.22386<\/a><\/p>\n\n\n\n

Brock, M. E. Barczak, M. A., Anderson, E. J., & Border-Williams, N. M. (2020). Efficacy of tiered training on paraeducator implementation of systematic instructional practices for students with severe disabilities. Exceptional Children.<\/em> Advance online publication. http:\/\/doi.org\/10.1177\/0014402920947641<\/a><\/p>\n\n\n\n

Brock, M. E., Barczac, M. A., & Dueker, S. A. (2020). Effects of delayed video-based feedback and observing feedback on paraprofessional implementation of evidence-based practices for students with severe disabilities. Focus on Autism and Other Developmental Disabilities<\/em>. Advance online publication. http:\/\/doi.org\/10.1177\/1088357620902492<\/a><\/p>\n\n\n\n

Brock, M. E., Barczac, M. A., & Dueker, S. A. (2020). Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies With Students With Severe Disabilities. Teacher Education and Special Education<\/em>. Advance online publication. http:\/\/doi.org\/10.1177\/0888406420923769<\/a><\/p>\n\n\n\n

Bronstein, B., Breeden, N., Glover, T. A., Reddy, L. A. (2020). Paraprofessionals\u2019 perceptions of behavior problems in elementary school classrooms. Journal of Special Education<\/em>. Advance online publication. http:\/\/doi.org\/10.1177\/0022466920961085<\/a><\/p>\n\n\n\n

Chan, E. S. S., Ho, S. K, Ip, F. F. L., & Wong, M., W. Y. (2020). Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong\u2019s inclusive education. SAGE Open. DOI: 10.1177\/2158244020941008<\/p>\n\n\n\n

Franz, R., Douglas, S., Meadan, H., Sands, M., Bhana, N., & D\u2019Agostino, S. (2020). Exploring the professional development needs of early childhood paraeducators and supervising teachers. Topics in Early Childhood Education<\/em>. Advance online publication. http:\/\/doi.org\/10.1177\/0271121420921237<\/a><\/p>\n\n\n\n

Kaiser, L., Potvin, M. C., & Beach, C. (2020). Sensory-Based Interventions in the School Setting: Perspectives of Paraeducators. The Open Journal of Occupational Therapy, 8(3), 1-11. DOI: 10.15453\/2168-6408.1615<\/a>. Retrieved from Scholarworks<\/a>.<\/p>\n\n\n\n

Koshak, E. A. (2020). Teaching assistants: Roles, cooperative working, training, benefits and challenges (PDF)<\/a>. Journal of University Studies for inclusive Research, 1<\/em>(3), 45-59.<\/p>\n\n\n\n

Lederer, J., Breyer, C., & Gasteiger-Klicpera, B. (2020). Concept of knowledge boxes \u2013 a tool for professional development for learning and support assistants. Improving Schools. Advance online publication. DOI: 10.1177\/1365480220950568<\/a><\/p>\n\n\n\n

Majerus, C., & Taylor, D. M. (2020). Elementary music teachers\u2019 experiences training and collaborating with paraprofessionals. Update: Applications of Research in Music Education. Advance online publication. DOI: 10.1177\/8755123320935635<\/a><\/p>\n\n\n\n

Mason, R. A., Gunersel, A. B., Irwin, D. W., Willis, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2020). From the frontlines: Perceptions of paraprofessionals\u2019 roles and responsibilities. Teacher Education and Special Education<\/em>. Advance online publication. DOI: 10.1177\/0888406419896627<\/a><\/p>\n\n\n\n

Mason, R. A., Willis, H. P., Irvin, D., Jia, F., Kamps, D. M. (2020). Ecobehavioral assessment of paraeducator behaviors that support engagement of students with disabilities, Exceptional Children. Advance online publication. DOI: 10.1177\/0014402919893693<\/a><\/p>\n\n\n\n

Morrissey, B. (2020). Vehicle for inclusion or costly illusion? A critical policy analysis of the Special Needs Assistant scheme in Ireland, British Journal of Special Education. Advance online publication. DOI: 10.1111\/1467-8578.12330<\/a><\/p>\n\n\n\n

Reddy, L. A, Alperin, A., & Glover, T. A. (2020). A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders, Psychology in the Schools<\/em>. Advance online publication. DOI: 10.1002\/pits.22381<\/a><\/p>\n\n\n\n

Rosenberg, N. E., Artman-Meeker, K., Kelly, E., & Yang, X (2020). The Effects of a Bug-in-Ear Coaching Package on Implementation of Incidental Teaching by Paraprofessionals in a K-12 School. Journal of Behavioral Education. Advance online publication. DOI: 10.1007\/s10864-020-09379-1<\/a><\/p>\n\n\n\n

Walker, V. L., Carpenter, M. E., Lyon, K. J., & Button, L. (2020). A meta-analysis of paraprofessional-delivered interventions to address challenging behavior among students with disabilities, Journal of Positive Behavior Interventions. Advance online publication. DOI: 10.1177\/1098300720911147<\/a><\/p>\n\n\n\n

Walker, V. L., Douglas, S. N., Douglas, N., D\u2019Agostino, S. R. (2020). Paraprofessional-implemented systematic instruction for students with disabilities: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 55<\/em>(3), 303-317.<\/p>\n\n\n\n

Wiggs, N. B.,  Reddy, L. A., Glover, T. A., Dudek, C. M.,  Alperin, A., & Regan, P. (2020) Behavior support coaching for paraprofessionals and students with externalizing behavior disorders: A case study in a high-poverty elementary school, Journal of Applied School Psychology<\/em>. Advance online publication. DOI: 10.1080\/15377903.2020.1821272<\/a><\/p>\n\n\n\n

Yates, P. A., Chopra, R. V., Sobeck, E. E., Douglas, S. N., Morano, S., Walker, V. L., &  Schulze, R. (2020). Working with paraeducators: Tools and strategies for planning, performance feedback, and evaluation. Intervention in School and Clinic. Advance online publication. DOI: 10.1177\/1053451220910740<\/a>.<\/p>\n\n\n\n

 <\/p>\n\n\n\n

<\/a>2019<\/h3>\n\n\n\n

Bertuccio, R. F., Runion, M. C., Culler, E. D., Moeller, J. D., Hall, C. M. (2019). A comparison of autism-specific training outcomes for teachers and paraeducators. Teacher Education and Special Education<\/em>. Advance online publication. DOI: 10.1177\/0888406419839771<\/a>.<\/p>\n\n\n\n

Biggs E. E., Gilson C. B., & Carter E. W. (2019). \u201cDeveloping that balance\u201d: Preparing and supporting special education teachers to work with paraprofessionals. Teacher Education and Special Education,<\/em> 42(2), 117\u2013131. https:\/\/doi.org\/10.1177\/0888406418765611<\/a><\/p>\n\n\n\n

Butler, P. (2019). Understanding the invisible workforce: Education support personnel\u2019s roles, needs and the challenges they face. City TBD: Education International. View Butler (2019) (PDF)<\/a>.<\/p>\n\n\n\n

Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), The SAGE handbook on inclusion and diversity in education (pp. 193-207). Sage. DOI: 10.4135\/9781526470430.n18<\/a><\/p>\n\n\n\n

Clarke, E. (2019) Paint pot washers or pedagogues? Is gender an issue for teaching assistants?, Educational Review<\/em>, Advance online publication. DOI: 10.1080\/00131911.2018.1559800<\/a>.<\/p>\n\n\n\n

Cole-Lade, G. M. & Bailey, L. E. (2019). Examining the role of paraeducators when supporting children with complex communication needs: A multiple case study. Teacher Education and Special Education<\/em>. Advance online publication. DOI:10.1177\/0888406419852778<\/a><\/p>\n\n\n\n

Council, M. R., Gardner, R.,Cartledge. G., & Telesman, A. O. (2019) Improving reading within an urban elementary school: Computerized intervention and paraprofessional factors, Preventing School Failure: Alternative Education for Children and Youth<\/em>. Advance online publication. DOI: 10.1080\/1045988X.2018.1540392<\/a>.<\/p>\n\n\n\n

Douglas, S. N., Uitto, D. J., Reinfelds, C. L., & D\u2019Agostino, S. (2019). A systematic review of paraprofessional training materials, Journal of Special Education, 52<\/em>(4) 195 – 207. DOI:10.1177\/0022466918771707<\/a>.<\/p>\n\n\n\n

Frantz, R., Hansen, S. G., Erturk, B., Machalicek, W., Squires, J., & Raulston, T. J. (2019). Play to teach: Coaching paraeducators to facilitate communication in the preschool classroom. American Journal on Intellectual and Developmental Disabilities, 124(6),497-510. DOI: 10.1352\/1944-7558-124.6.497<\/a>.<\/p>\n\n\n\n

Fritzsche, B. & K\u00f6pfer, A. (2019). (Para-)professionalism in dealing with structures of uncertainty — a cultural-comparative study of teaching assistants in inclusion-oriented classrooms. Disability & Society, 37(6), 972-992. DOI: 10.1080\/09687599.2020.1867068<\/a>.<\/p>\n\n\n\n

Jimenez, B. A.  & Barron, T. (2019). Learner-centered professional development: A model to Increase inclusion for students with moderate intellectual disability. Inclusion, 7<\/em>(2), 125-139. DOI: 10.1352\/2326-6988-7.2.125<\/a><\/p>\n\n\n\n

Lerman, D. C., Luck, K. M., Smothermon, S., Hey, B. A., Custer, T., & Smith L. D.  (2019). Training of paraprofessionals by their classroom teachers: A descriptive evaluation of pyramidal training outcomes. Journal of Behavioral Education<\/em>. Advance online publication. DOI: 10.1007\/s10864-019-09341-w<\/a><\/p>\n\n\n\n

Martin, A. J., Strnadov\u00e1, I., N\u011bmec, Z., H\u00e1jkov\u00e1, V., & Kv\u011bto\u0148ov\u00e1, L.  (2019). Teacher assistants working with students with disability: The role of adaptability in enhancing their workplace wellbeing, International Journal of Inclusive Education<\/em>. Advance online publication. DOI: 10.1080\/13603116.2018.1563646<\/a>.<\/p>\n\n\n\n

Rose, R., & Shevlin, M. (2019). Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs<\/em>. Advance online publication. DOI: 10.1111\/1471-3802.12465<\/a>.<\/p>\n\n\n\n

Sobeck, E. E., Robertson, R., & Smith, J. (2019). The effects of didactic instruction and performance feedback on paraeducator implementation of behavior support strategies in inclusive settings. Journal of Special Education<\/em>. Advance online publication. DOI: 10.1177\/0022466919858989<\/a><\/p>\n\n\n\n

Sobeck E. E., & Robertson R. (2019). Perspectives on current practice and barriers of paraeducator training for individuals who work with students with autism in inclusive settings. Journal of the American Academy of Special Education Professionals<\/em>, 131\u2013159.<\/p>\n\n\n\n

Suter, J. C., Giangreco, M. F., & Bruhl, S. A. D. (2019). Special education personnel absences in inclusion-oriented schools: Implications for building effective service delivery models. Remedial and Special Education.<\/em> Advance online publication. DOI: 10.1177\/0741932519865617<\/a><\/p>\n\n\n\n

van Bysterveldt, A., Westerveld, M., & Garvis, S. (2019). Parents\u2019 and teacher aides\u2019 perceptions and expectations of the language and communication abilities of children with Down syndrome. Speech, Language, and Hearing, 22<\/em>(3), 160-171. DOI: 10.1080\/2050571X.2018.1515288<\/a><\/p>\n\n\n\n

Walker, V. L., Douglas, K. H., & Brewer, C. (2019). Teacher-delivered training to promote paraprofessional implementation of systematic instruction. Teacher Education and Special Education<\/em>. Advance online publication. DOI: 10.1177\/0888406419869029<\/a><\/p>\n\n\n\n

Wills, H. P., Mason, R.,  Gregori, E., & Veatch, M. (2019). Effects of self-monitoring on the praise rates of paraprofessionals for students with emotional and behavioral disorders, The Elementary School Journal.<\/em> Advance online publication DOI: 10.1086\/703177<\/a>.<\/p>\n\n\n\n

Yates, P., Chopra, R.V.,  Douglas, S., Walker, V., Schulze, R., Sobeck, E.  & Morano, S. (November 2019). Preparing teachers for effective paraeducator supervision (PDF). Council for Exceptional Children, Division of Teacher Education<\/em> (Issue 3).<\/p>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

<\/a>2018<\/h3>\n\n\n\n

Bosanquet, P., & Radford, J. (2018). Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning. <\/span>British Journal of Educational Psychology<\/em>. Advance online publication. <\/span>DOI: 10.1111\/bjep.12231.<\/a><\/p>\n\n\n\n

Butt, R. (2018). ‘Pulled in off the street’ and available: What qualifications and training do teacher assistants really need? International Journal of Inclusive Education. Advance online publication. doi: 10.1080\/13603116.2017.1362478.<\/p>\n\n\n\n

Chopra, R.V., Carroll, D., & Manjack, S. (2018). Utilizing Paraeducators:  Issues and Strategies for Supporting Students with Disabilities in Arts Education. In J. B. Crockett & S. M. Malley, Handbook of Arts Education and Special Education<\/em>, (pp. 105-128). New York: Routledge.<\/p>\n\n\n\n

Farr, J. (2018). Between a rock and a hard place: the impact of the professionalization of the role of the teaching assistant in mainstream school physical education in the United Kingdom. Sports in Society, 21<\/em>, 106-124. doi:10.1080\/17430437.2016.1225826.<\/p>\n\n\n\n

Fasnerov\u00e1, M. & Stolinsk\u00e1, D. P. (2018). Impact of teaching assistants on children\u2019s adaptation to the school environment. Journal of <\/em>Exceptional<\/em> People, 13<\/em>, 85-100.<\/p>\n\n\n\n

Haegele, J. A., Sato, T., Zhu, X., & Kirk, T, N. (2018). Paraeducator support in integrated physical education as reflected by adults with visual impairments. Adapted Physical Activity Quarterly, 36(1), 91-108. doi: 10.1123\/apaq.2018-0063.<\/p>\n\n\n\n

Hendrix, N. M., Vancel, S. M., Bruhn, A. L., Wise, S., & Kang, S. (2018) Paraprofessional support and perceptions of a function-based classroom intervention, Preventing School Failure: Alternative Education for Children and Youth<\/em>. Advance online publication. doi: 10.1080\/1045988X.2018.1425974.<\/p>\n\n\n\n

Irvin, D. W., Ingram, P., Huffman, J., & Wills. H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision, Research in Developmental Disabilities, 73<\/em>, 106-114. doi: 10.1016\/j.ridd.2017.12.013.<\/p>\n\n\n\n

Kerins,  P., Casserly, A. M., Deacy, E., Harvey, D., McDonagh, D., & Tiernan, B. (2017) The professional development needs of special needs assistants in Irish post-primary schools, European Journal of Special Needs Education, 33<\/em>, 31-46, doi: 10.1080\/08856257.2017.1297572.<\/p>\n\n\n\n

Kinyanjui , B., & Harley, D. A. (2018). Utilizing indigenous volunteers and paraprofessionals for disability advocacy and service in rural America. In D. A. Harley, N. A. Ysasi, M. L. Bishop & A. R. Fleming (Eds.), Disability and Vocational Rehabilitation in Rural Settings <\/em>Challenges<\/em> to Service Delivery<\/em> (pp. 677-695). New York: Springer.<\/p>\n\n\n\n

Knight, V. F. Kuntz, E. M., Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings, Journal of Autism and Developmental Disorders<\/em>, 1-14. Advance online publication, doi: 10.1007\/s10803-018-3476-2.<\/p>\n\n\n\n

Layden, S., Hendricks, D., Inge, K., Sima, A., Erickson, D., Avellone, L., & Wehman, P. (2018). Providing online professional development for paraprofessionals serving those with ASD: Evaluating a statewide initiative. Journal of Vocational Rehabilitation, 48<\/em>, 285-294. doi: 10.3233\/JVR-180932.<\/p>\n\n\n\n

Ledford, J. R., Zimmerman, K. N., & Harbin, E. R. (2018). Improving the use of evidence-based instructional practices for paraprofessionals. Focus on Autism and Other Developmental Disabilities.<\/em> Advance online publication. https:\/\/doi.org\/10.1177\/1088357617699178<\/a>.<\/p>\n\n\n\n

Maher, A. J. & Vickerman, P. (2018). Ideology influencing action: special educational needs co\u2010ordinator and learning support assistant role conceptualisations and experiences of special needs education in England, Journal of Research in Special Educational Needs, 18<\/em>, 15-24. doi: 10.1111\/1471-3802.12389.<\/p>\n\n\n\n

Metatia, O., & Cullen, C. (2018). \u201cBursting the assistance bubble\u201d: Designing inclusive technology with children with mixed visual abilities. Proceeding of the 2018 CHI conference on human factors in computing systems (Paper No. 346)<\/em>. Montreal, PQ, Canada. Retrieved from: https:\/\/dl.acm.org\/citation.cfm?id=3173920.<\/p>\n\n\n\n

Mason, R. A., Schnitz, A. G., Gerow, S., An, Z.G., & Willis, H. P. (2018). Effects of teacher-implemented coaching to increase the accuracy of data collected by paraeducators. Journal of Behavioral Education<\/em>. Advance online publication. doi:10.1007\/s10864-018-9310-2.<\/p>\n\n\n\n

Page, A. & Ferrett, R. (2018). Teacher aides\u2019 views and experiences on the inclusion of students with Autism: Perspectives across two countries. The International Education Journal: Comparative Perspectives, 17(2)<\/em>, 60-76. https:\/\/openjournals.library.sydney.edu.au\/index.php\/IEJ<\/a>.<\/p>\n\n\n\n

Irvin, D. W., Ingram, P., Huffman, P., Mason, R., & Wills, H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision. Research in Developmental Disabilities, 73,<\/i> 106-114. https:\/\/doi.org\/10.1016\/j.ridd.2017.12.013.<\/p>\n\n\n\n

Seaman-Tullis, R. L., Cannella-Malone, H. I., & Brock, M. E. (2018). Training a paraprofessional to implement video prompting with error correction to teach a vocational skill. (2018). Focus on Autism and Other Developmental Disabilities.<\/em> Advance online publication. https:\/\/doi.org\/10.1177\/1088357618794914<\/a>.<\/p>\n\n\n\n

Stewart, E. M. (2018). Reducing ambiguity: Tools to define and communicate paraprofessional roles and responsibilities. Intervention in School and Clinic<\/em>. Advance online publication. doi: https:\/\/doi.org\/10.1177\/1053451218782431.<\/p>\n\n\n\n

Viktorin, J. (2018). Teacher assistant in the inclusive school environment, The Educational Review, USA, 2<\/em>(6),
320-329. http:\/\/dx.doi.org\/10.26855\/er.2018.06.001<\/a>.<\/p>\n\n\n\n

Wermer, L., Brock, M. E., & Seaman, R. L. (2018). 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<\/em>. Advance online publication. https:\/\/doi.org\/10.1177\/1088357617736052<\/a>.<\/p>\n\n\n\n

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<\/a>2017<\/h3>\n\n\n\n

Banerjee, R.,Chopra, R. V., & DiPalma, G. (2017). Early intervention paraprofessional standards: Development and field validation. Journal of Early Intervention.<\/i> Advance online publication. doi: 10.1177\/1053815117727114<\/p>\n\n\n\n

Barrio, B. L., & Hollingshead. A. (2017). Reaching out to paraprofessionals: Engaging professional development aligned with Universal Design for Learning framework in rural communities. Rural Special Education Quarterly.<\/i> Advance online publication. DOI: 10.1177\/8756870517721693<\/a><\/p>\n\n\n\n

Basford, E.,Butt, G., & Newton, N. (2017).To what extent are teaching assistants really managed?: ‘I was thrown in the deep end, really; I just had to more or less get on with it’. School Leadership & Management. 37<\/i>(3). Advance online publication. DOI: 10.1080\/13632434.2017.1324842<\/p>\n\n\n\n

Brock, M. E., Seaman, R. L., & Downing, C. (2017). Promoting learning for a student with a severe disability through paraprofessional training, Research and Practice for Persons with Severe Disabilities.<\/i> Advance online publication. DOI: 10.1177\/1540796917729682<\/p>\n\n\n\n

Brown, T. S., & Stanton-Chapman, T. L. (2017). Experiences of paraprofessionals in US preschool special education and general education classrooms. Journal of Research in Special Educational Needs, 17(1), 18\u201330. DOI: 10.1111\/1471-3802.12095<\/a><\/p>\n\n\n\n

Clarke, E., Visser, J. (2017). How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour? Teacher Education Advancement Network Journal, 9<\/i>(1),66-79.<\/p>\n\n\n\n

Coates, M., Lamb, J., Bartlett, B., & Datta, P. (2017). Autism Spectrum Disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia. Australian Journal of Teacher Education, 42<\/i>(11), 65-80.<\/p>\n\n\n\n

Garwood, J. D, Van Loan, C. L., & Werts, M, G. (2017). Mindset of paraprofessionals serving students with emotional and behavioral disorders. Intervention in School and Clinic.<\/i> Advance online publication, doi: DOI: 10.1177\/1053451217712958<\/p>\n\n\n\n

Howley, C., Howley, A., & Telfer, D. (2017). Special education professionals in district context. Mid-Western Educational Researcher, 29<\/i>(2), 136-165.<\/p>\n\n\n\n

Kim, S., Koegel, R. L., & Koegel, L. K. (2017). Training paraprofessionals to targetsocialization in students with ASD: Fidelity of implementation and social validity. Journal of Positive Behavior Interventions, 19<\/em>, 102-114. doi: 10.1177\/1098300716669813<\/a><\/p>\n\n\n\n

Ledford, J. R., Zimmerman, K. N., Chazin, K. T., Patel, N. M., Morales, V. A., & Bennett, B. P. (2017). Coaching paraprofessionals to promote engagement and social interactions during small group activities Journal of Behavioral Education.<\/i> Advance online publication. doi:10.1007\/s10864-017-9273-8<\/p>\n\n\n\n

Ledford, J. R., Zimmerman, K. N., Harbin, E. R., & Ward, S. E. (2017). Improving the use of evidence-based instructional practices for paraprofessionals. Focus on Autism and Other Developmental Disabilities.<\/i> Advance online publication. doi: 10.1177\/1088357617699178<\/p>\n\n\n\n

Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M. & Bast, D., (2017). Impact of a teacher-as-coach model: Improving paraprofessionals fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of Autism and Developmental Disabilities, 47<\/em>(6),1696-1707. doi:10.1007\/s10803-017-3086-4<\/p>\n\n\n\n

Mrachko, A. A., & Kaczmarek, L. A. (2017). Examining paraprofessional interventions to increase social communication for young children with ASD. Topics in Early Childhood Special Education, 37(1), 4\u201315. DOI: 10.1177\/0271121416662870<\/a><\/p>\n\n\n\n

Rasmitadila, & Goldstein, B. L. (2017). The role of special assistant teacher to help special needs student through instructional interactions in an inclusive classroom, International Journal of Special Education, 32<\/i>(3), 485-506.<\/p>\n\n\n\n

Sheehey, P. H., Wells, J. C., & Ogata, V. F. (2017). Paraeducators’ perceptions and experiences working with diverse families. Rural Special Education Quarterly.<\/i> Advance online publication. doi:https:\/\/doi.org\/10.1177\/8756870517741890<\/p>\n\n\n\n

Walker, V. L., Douglas, K. H., & Chung, Y-C. (2017). An Evaluation of Paraprofessionals’ Skills and Training Needs in Supporting Students with Severe Disabilities. International Journal of Special Education, 32<\/i>(3), 460-471.<\/p>\n\n\n\n

Werner, L., Brock, M. E., Seaman, R. L. (2017). 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.<\/i> Advance online publication. doi: https:\/\/doi.org\/10.1177\/1088357617736052<\/p>\n\n\n\n

Wren, A. (2017). Understanding the role of the teaching assistant: Comparing the views of pupils with SEN and TAs within mainstream primary schools, Support for Learning 32<\/i>(1), 4-19. doi: 10.1111\/1467-9604.12151<\/p>\n\n\n\n

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<\/a>2016<\/h3>\n\n\n\n

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Bennett, M., Ng-Knight, T., Hayes, B. (2016). Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence, European Journal of Psychology of Education.<\/i> Advance online publication. doi:10.1007\/s10212-016-0321-x<\/p>\n\n\n\n

Biggs, E. E., Gilson, C. B., & Carter, E. W. (2016). Accomplishing more together: Influences to the quality of professional relationships between special educators and paraprofessionals, Research and Practice for Persons with Severe Disabilities.<\/i> Advance online publication. doi: 10.1177\/1540796916665604<\/p>\n\n\n\n

Brock, M., & Carter, E. (2016). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82<\/em>, 354-371. doi:10.1177\/0014402915585564<\/p>\n\n\n\n

Butt. R. (2016). Employment procedures and practices challenge teacher assistants in mainstream schools. School Leadership & Management.<\/i> Advance online publication. doi: 10.1080\/13632434.2016.1160211<\/p>\n\n\n\n

Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education. <\/i> 20<\/i>(9),995-1007. doi: 10.1080\/13603116.2016.1145260<\/p>\n\n\n\n

Douglas S. N., Chapin S. E.,  & Nolan J. F. (2016). Special education teachers\u2019 experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education,<\/em> 39(1), 60\u201374. https:\/\/doi.org\/10.1177\/0888406415616443<\/a><\/p>\n\n\n\n

Gibson, D., Paatsch, L., & Toe, D. (2016). An analysis of the roles of teachers\u2019 aides in a State secondary school: Perceptions of teaching staff and teachers\u2019 aides. Australian Journal of Special Education 40<\/em>, 1-20.<\/p>\n\n\n\n

Punch, R. (2016). Literature review: The use and efficacy of integration aides with disabilities in general education settings<\/a> (.pdf). Department of the Education and Training for the State of Victoria, Australia.<\/em><\/p>\n\n\n\n

Scheeler, M. C., Morano, S., & Lee, D. L. (2016). Effects of immediate feedback using bug-in-ear with paraeducators working with students with autism. Teacher Education and Special Education.<\/i> Advance online publication. doi: 10.1177\/0888406416666645<\/p>\n\n\n\n

Sharma, U., & Salend, S. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of international research. Australian Journal of Teacher Education, 41<\/i>(8), 118-134.<\/p>\n\n\n\n

Stricklin, K. & Billie Tingle, B.. (2016. Using online education to transition teaching assistants to teacher certification: Examining the differences between teacher education programs. American Journal of Distance Education, 30<\/i>(3), 192-202. doi:http:\/\/dx.doi.org\/10.1080\/08923647.2016.1192840<\/p>\n\n\n\n

Suleymanov, F. (2016). Relationship between teacher assistant support and academic achievements of exceptional students in inclusive education. The Online Journal of New Horizons in Education, 6<\/i>(2), 93-100.<\/p>\n\n\n\n

Walker. V. L. (2016). Assessing paraprofessionals’ perceived educational needs and skill level with function-based behavioral intervention, Exceptionality.<\/i> Advance online publication, DOI: 10.1080\/09362835.2016.1196443.<\/p>\n\n\n\n

Walker, V. L, & Snell, M. E. (2016). Teaching paraprofessionals to implement function-based interventions. Focus on Autism and Other Developmental Disabilities.<\/i> Advance online publication. do: 10.1177\/1088357616673561<\/p>\n\n\n\n

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<\/a>2015<\/h3>\n\n\n\n

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Azad, G. F., Locke, J., Downey, M. M., Xie, M., & Mandell, D. S. (2015). One-to-one assistant engagement in Autism support classrooms. Teacher Education and Special Education.<\/i> Advance online publication. doi: 10.1177\/0888406415603208<\/p>\n\n\n\n

Britton, N. S., Collins, B. C., Ault, M. J., & Bausch, M. E. (2015). Using a constant time delay procedure to teach support personnel to use a simultaneous prompting procedure. Focus on Autism and Other Developmental Disabilities. <\/i>Advance online publication. doi: 10.1177\/1088357615587505<\/p>\n\n\n\n

Brock M. E., & Carter E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education<\/em>, 49(1), 39\u201351. https:\/\/doi.org\/10.1177\/0022466913501882<\/a><\/p>\n\n\n\n

Chopra, R. V., & Uitto, D. J. (2015.) Programming and planning within a multifaceted classroom. In D. Chambers (Ed.), Working with teaching assistants and other support staff for inclusive education <\/i>(pp.175-194). Bingley, UK: Emerald.<\/p>\n\n\n\n

Cockroft, C., & Atkinson, C. (2015). Using the wider pedagogical role model to establish learning support assistants’ views about facilitators and barriers to effective practice. Support for Learning, 30<\/i>(2), 88-104. doi:10.1111\/1467-9604.12081<\/p>\n\n\n\n

DaFonte, M. A., & Capizzi, A. M. (2015). A module-based approach: Training paraeducators on evidence-based approaches. Physical Disabilities: Education & Related Services, 34<\/i>(1), 31-54. doi: 10.14434\/pders.v34i1.13823<\/p>\n\n\n\n

Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3), 112-131. doi: 10.1352\/2326-6988-3.3.112<\/p>\n\n\n\n

Gibson, D., Paatsch, L., Toe, D., Wells, M., & Rawolle, S. (2015). Teachers’ aides working in secondary school settings: Preparedness and professional learning. Journal of Education and Learning, 4<\/i>(3), 71-87. doi:10.5539\/jel.v4n3p71<\/p>\n\n\n\n

Harris, L. R., Davidson, C. R., & Aprile, K. T. (2015). Understanding teacher aides’ definitions of reading: Implications for classroom practice. The Australian Educational Researcher.<\/i> Advance online publication. doi: 10.1007\/s13384 -015-0181-4<\/p>\n\n\n\n

Harris, L. R., & Aprile, K. T. (2015). ‘I can sort of slot into many different roles’: examining teacher aide roles and their implications for practice. School Leadership & Management, 35<\/i>(2), 140-162. doi: 10.1080\/13632434.2014.992774<\/p>\n\n\n\n

Lehane, T. (2015). “Cooling the mark out”: Experienced teaching assistants’ perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools, Educational Review,<\/i> Advance online publication. doi: 10.1080\/00131911.2015.1058753<\/p>\n\n\n\n

McLachlan, B. (2015). Helping or hindering: Understanding the professional development needs of learning support assistants in post-compulsory education in England. World Journal of Educational Research, 2<\/i>(2), 99-116.<\/p>\n\n\n\n

Murphy, A., Robinson, S. E., Cote, D. L., Karge, B. K., & Lee, T. (2015). A teacher’s use of video to train paraprofessionals in pivotal response techniques. Journal of Special Education Apprenticeship, 4<\/i>(2), 1-18.<\/p>\n\n\n\n

Radford, J., Bosanquet, P., Webster, R., & Blatchford, P. (2015). Scaffolding learning for indepedence: Clarifying teacher and teacher assistant roles for children with special educational needs. Learning and instruction, 36,<\/i> 1-10. doi:10.1016\/j.learninstruc.2014.10.005<\/p>\n\n\n\n

Russel, C. S., Allday, R. A., & Duhon, G. J. (2015). Effects of increasing distance of a one-on-one paraprofessional on student engagement. Education and Treatment of Children, 38<\/i>(2), 193-210. doi: 10.1353\/etc.2015.0008<\/p>\n\n\n\n

Stivers, J. & Cramer, S. F. (2015). New metaphors for teacher\/paraeducator relationships. In D. Chambers, (Ed.) Working with teaching assistants and other support staff for inclusive education <\/i>(pp.27-47). West Yorkshire, UK: Emerald. doi:10.1108\/S1479-363620150000004002<\/p>\n\n\n\n

Troeva, B. (2015). The role of the teaching assistants in meeting special educational needs at
mainstream schools. Pedagogy, 87<\/em>(3), 512-521.<\/p>\n\n\n\n

Uitto, D. J., & Chopra, R. V. (2015).Training programs for teacher assistants. In D. Chambers (Ed.), Working with teaching assistants and other support staff for inclusive education <\/i>(pp. 241-260). Bingley, UK: Emerald.<\/p>\n\n\n\n

Walker, V. L. & Smith, C. G. (2015). Training paraprofessionals to support students with disabilities: A literature review. Exceptionality, 23<\/i>(3), 170-191. doi: 10.1080\/09362835.2014.986606<\/p>\n\n\n\n

Webster, R., & Blatchford, P. (2015). Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools. British Educational Research Journal, 41<\/i>(2), 324-342. doi: 10.1002\/berj.3144<\/p>\n\n\n\n

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<\/a>2014<\/h3>\n\n\n\n

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Brown, T. S. & Stanton-Chapman, T. L. (2014). Experiences of paraprofessionals in US preschool special education and general education classrooms. Journal of Research in Special Educational Needs, 17<\/i>(1), 18-30. doi: 10.1111\/1471-3802.12095<\/p>\n\n\n\n

Docherty, R. (2014) A complete circuit: The role of communication between class teachers and support staff and the planning of effective learning opportunities. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30<\/i>(2), 181-19. doi: 10.1080\/02667363.2014.899997<\/p>\n\n\n\n

Ferguson, M. (2014). Teacher aides: The fine art of balance. Kairaranga, 15<\/i>(2), 56-63.<\/p>\n\n\n\n

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education <\/i>(2nd ed., pp. 691-702). London: Sage.<\/p>\n\n\n\n

Higgins, H., & Gulliford, A. (2014). Understanding teaching assistant self-efficacy in role and in training: Its susceptibility to influence. Educational Psychology in Practice, 30,<\/em> 120-138. doi:10.1080\/02667363.2014.896250<\/p>\n\n\n\n

Koegel, R. L., Kim, S., & Koegel, L. K. (2014). Training paraprofessionals to improve socialization in children with ASD. Journal of Autism and Developmental Disorders.<\/i> Advance online publication. doi: 10.1007\/s10803-014-2094-x<\/p>\n\n\n\n

Martin, T. & Alborz, A. (2014). Supporting the education of pupils with profound intellectual and multiple disabilities: The views of teaching assistants regarding their own learning and development needs. British Journal of Special Education, 41<\/i>(3), 309-327. doi: 10.1111\/1467-8578.12070<\/p>\n\n\n\n

McDonagh, S. H., Fordham, L. A., Dillon-Wallace, J. A. (2014). The educational context and services of children with additional needs in their first years of school in Australia. Special Education Perspectives, 23<\/i>(1), 29-41.<\/p>\n\n\n\n

McLachlan, B. (2014). Exploring the work and learning stories of para-teachers in a college for further education in England. Support for Learning, 29<\/i>(3), 230-243. doi: 10.1111\/1467-9604.12059<\/p>\n\n\n\n

Osborne, C., & Burton, S. (2014). Emotional Literacy Support Assistants’ views on supervision provided by educational psychologists: What EPs can learn from group supervision. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30<\/i>(2), 139-155, doi:1080\/02667363.2014.899202<\/p>\n\n\n\n

Pedersen, S. J., Cooley, P. D., & Rottier, C. R. (2014). Physical educators’ efficacy in utilising paraprofessionals in inclusive education. Australian Journal of Teacher Education, 39<\/i>(10). doi: 10.14221\/ajte.2014v39n10.1<\/p>\n\n\n\n

Saddler, H. (2014). Researching the influence of teaching assistants on the learning of pupils identified with special educational needs in mainstream primary schools: Exploring social inclusion. Journal of Research in Special Educational Needs, 14<\/i>(3), 145-152. doi: 10.1111\/1471-3802.12019<\/p>\n\n\n\n

Stephenson, J. & Carter, M. (2014). The work of teacher aides in Australia: An analysis of job advertisements. International Journal of Special Education, 29<\/i>(3), 1-9.<\/p>\n\n\n\n

Stockwell, N. (2014). When an aide really becomes an aid: Providing professional development for special education paraprofesionals. Teaching Exceptional Children, 46<\/i>(1), 197-205.<\/p>\n\n\n\n

Trent, J. (2014). ‘I’m teaching, but I’m not really a teacher’. Teaching assistants and the construction of professional identities in Hong Kong schools, Educational Research.<\/i> Advance online publication. doi: 10.1080.00131881.2013.874147<\/p>\n\n\n\n

Webster, R. (2014). 2014 Code of practice: How research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology.<\/i> Advance online publication. doi: 10.1080\/02667363.2014.917401<\/p>\n\n\n\n

Westover, J. M., & Martin, E. J. (2014). Performance feedback, paraeducators, and literacy instruction for students with significant disabilities, Journal of Intellectual Disabilities,<\/i> Advance online publication. doi: 10.1177\/1744629514552305<\/p>\n\n\n\n

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<\/a>2013<\/h3>\n\n\n\n

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Brock, M. E. & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities, Research and Practice for Persons with Severe Disabilities, 38<\/i>, 211-221. doi: 10.1177\/154079691303800401<\/p>\n\n\n\n

Brown, J., & Devecchi, C. (2013). The impact of training on teaching assistants’ professional development: opportunities and future strategy. Professional Development in Education.<\/i> Advance online publication. doi:1031080\/19415257.2012.762720<\/p>\n\n\n\n

Bryan, R. B., McCubbin, J., & van der Mars (2013). The ambiguous role of the paraeducator in the general physical education environment. Adapted Physical Activity Quarterly, 29<\/i>, 164-183.<\/p>\n\n\n\n

Chopra, R., Banerjee, R., DiPalma, G., Merrill, L., & Ferguson, A. (2013) Colorado’s model for preparing paraprofessionals for rural early intervention programs. Rural Special Education Quarterly, 32<\/i>(1), 20-28.<\/p>\n\n\n\n

Colombo, M., Zhao, Q., Perez, H. (2013). Tapping the potential of EL paraprofessionals through professional development, The Tapestry Journal: An International Multidisciplinary Journal on English Language Learner Education, 5<\/em>(2), 30\u201346.<\/p>\n\n\n\n

Douglas, S. N., Light, J. C., & McNaughton, D. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33<\/i>(2), 91-10. doi: 10.1177\/0271121412467074<\/p>\n\n\n\n

Douglas S. N., McNaughton D. B., Light J. C. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35<\/i>, 223-242. doi: https:\/\/doi.org\/10.1177\/1053815114526782<\/p>\n\n\n\n

Graves, S. (2013). New roles, old stereotypes — developing a school workforce in English schools. School Leadership and Management.<\/i> Advance on line publication. DOI: 10.1080\/13632434.2013.813456<\/p>\n\n\n\n

Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37<\/i>(2), 93-106. doi: 10.1017\/jse.2013.1.<\/p>\n\n\n\n

Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20,<\/i>(4), 22-25.<\/p>\n\n\n\n

Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education.47<\/em> 121-132. doi: 10.1177\/0022466911419015<\/p>\n\n\n\n

Houssart, J. (2013). ‘”Give me a lesson and I’ll deliver it”: Teaching assistants’ experiences of leading primary mathematics lessons in England. Cambridge Journal of Education, 43<\/i>(1), 1-16 DOI: 10.1080\/0305764X.2012.733348<\/p>\n\n\n\n

Lim, S. M-Y, Wong, M. E., & Denise Tan, D. (2013). Allied educators (learning and behavioural support) in Singapore’s mainstream schools: first steps towards inclusivity?, International Journal of Inclusive Education, <\/i>Advance online publication, doi:10.1080\/13603116.2012.758321<\/p>\n\n\n\n

McCulloch, E. B., & Noonan, M.L. (2013). Impact of online training videos on the implementation of mand training by three elementary school paraprofessionals, Education and Training in Autism and Developmental Disabilities, 48<\/i>(1), 1-15.<\/p>\n\n\n\n

O’Keeffe, B. V. Slocum, T. A., & Magnusson, R. (2013). The effects of a fluency training package on paraprofessionals’ presentation of a reading intervention. Journal of Special Education, 47<\/i>, 14-27. doi: 10.1177\/0022466911404072<\/p>\n\n\n\n

Orsati, F. T. & Causton-Theoharis, J. (2013). Challenging control: inclusive teachers’ and teaching assistants’ discourse on students with challenging behavior. International Journal of Inclusive Education, 17<\/i>(5), 507-525. doi: 10.1080\/13603116.2012.689016<\/p>\n\n\n\n

Radford, J. Bosanquet, P., Webster, R., Blatchford, P. & Rubie-Davies, C. (2013). Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research.<\/i> Advance online publication. doi: 10.1016\/j.ijer.2013.02.010<\/p>\n\n\n\n

Stacey, K., Harvey, S., & Richrads, H. (2013). Teachers working with ESOL paraprofessionals in a secondary context: Examining supervision. Teaching and Teacher Education, 36<\/i>, 55-67. doi: http:\/\/dx.doi.org\/10.1016\/j.tate.2013.07.002<\/p>\n\n\n\n

Wasburn-Moses, L., Chun, E., & Kaldenberg, E. (2013). Paraprofessional roles in an adolescent reading program: Lessons learned. American Secondary Education, 41<\/i>(3), 34-49.<\/p>\n\n\n\n

Webster, R., & Blatchford, P. (2013). The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: Results from a systematic observation study. European Journal of Special Needs Education,<\/i> Advance online publication, doi: 10.1080\/08856257.2013.820459<\/p>\n\n\n\n

Webster, R., Blatchford, P., & Russell, A. (2013). Challenging and changing how schools use teaching assistants: Findings from the effective deployment of teaching assistants project. School Leadership & Management, 33<\/em>(1), 78-96.<\/p>\n\n\n\n

Whitburn, B. (2013). The dissection of paraprofessional support in inclusive education: You’re in mainstream with a chaperone. Australasian Journal of Special Education, 37<\/i>(2), 147-161. doi: 10.1017\/jse.2013.12<\/p>\n\n\n\n

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<\/a>2012<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Abbott, E. A. & Sanders, L. (2012). Paraeducators’ perceptions of music therapy sessions. Music Therapy Perspectives 30<\/i>(2), 145-150. doi: 10.1093\/mtp\/30.2.145<\/p>\n\n\n\n

Ashbaker, B. Y., & Morgan, J. (2012). Team players and Team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3<\/i><\/em>, 322-327. doi:10.43236\/ce.2012.33051<\/p>\n\n\n\n

Butt, R. & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education. 16<\/em>(2), 207-219. doi: 10.1080\/13603111003739678<\/p>\n\n\n\n

Capizzi, A. M., & DaFonte, A. A. (2012). Supporting paraeducators through a collaborative classrooms support plan. Focus on Exceptional Children, 44<\/i>(6), 1-6.<\/p>\n\n\n\n

Devecchi, c., Dettori, F., Doveston, M., Sedgwick, P., & Jament, J. (2012). Inclusive classrooms in Italy and England: The role of support teacher and teaching assistants. European journal of Special Needs Education, 27<\/i>(2), 171-184.<\/p>\n\n\n\n

Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33<\/i>(6), 362-373. doi: 10.1177\/0741932511413472<\/p>\n\n\n\n

Graves, S. (2012) Chameleon or chimera? The role of the higher level teaching assistant (HLTA) in a remodelled workforce in English schools. Educational Management Administration & Leadership, 41<\/i>(1), 94-105. DOI 10.1177\/1741143212462697<\/p>\n\n\n\n

Keating, S. & O’Connor, U. (2012). The shifting roles of the special needs assistant in Ireland: A time for change? European journal of Special Needs Education.<\/i> Advance online publication. doi: 10.1080\/08856257.2012.711960<\/p>\n\n\n\n

Konza, D. & Fried, L. (2012). Maximising the contribution of paraprofessionals in schools: A win-win-win story. The International Journal of Interdisciplinary Social Sciences, 6<\/i>(9), 115-123.<\/p>\n\n\n\n

Lane, K., Carter, E. & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78<\/i><\/em>(2), 237-251.<\/p>\n\n\n\n

Lushen, K., Kim, O., & Reid, R. (2012). Paraeducator-led strategy instruction for struggling writers. Exceptionality, 20<\/i>(4), 250-265. doi:10.1080\/09362835.2012.724626.<\/p>\n\n\n\n

Maggin, D. M., Fallon, L. M., Hargermoser Sanetti, L. M., Ruberto, L. M. (2012). Training paraeducators to implement a group contingency protocol: Direct and collateral effects. Behavioral Disorders, 38<\/i>(1), 18-37.<\/p>\n\n\n\n

Milley, A. & Machalicek, W. (2012). Decreasing students’ reliance on adults: A strategic guide for teachers of students with autism spectrum disorders. Intervention in School and Clinic, 48<\/i>(2), 67-75. doi:10.1177\/1053451212449739.<\/p>\n\n\n\n

Russell, A., Webster, R.,& Blatchford, P. (2012). Maximizing the impact of teaching assistants: Guidance for School leaders and teachers.<\/i> London: Routledge.<\/p>\n\n\n\n

Rutherford, G. (2012). In, out or somewhere in between: Disabled students’ and teacher aides’ experiences of school. International Journal of Inclusive Education, 16<\/i>(8), 757-774. doi:10.1080\/13603116.2010.50918<\/p>\n\n\n\n

Symes, W. & Humphrey, N. (2012). Including pupils with autistic spectrum disorders in the classroom: The role of teaching assistants. European Journal of Special Needs Education, 27<\/i>(4), 517-532. doi: 10.1080\/08856257.2012.726019<\/p>\n\n\n\n

Tompkins, R. H., Ratcliff, N., Jones, C., Vaden, S. M., Hunt, G., & Chase, H. (2012). The myth of the foolproof script: Can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program? Early Years: An International Journal of Research and Development, 32<\/i>(3), 313-323. doi:10.1080\/09575146.2011.651712<\/p>\n\n\n\n

Vickerman, P., & Blundell, M. (2012). English learning support assistant’s experiences of including children with special educational needs in physical education. Eureopean Journal of Special Needs Education, 27<\/i>(2), 143-156. doi: 10.1080\/08856257.2011.645585<\/p>\n\n\n\n

Webster, R., Blatchford, P., & Russell, A. (2012). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management,<\/i><\/em> Advance online publication doi:10.1080\/13632434.2012.724672<\/p>\n\n\n\n

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<\/a>2011<\/h3>\n\n\n\n

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Abbott, L., McConkey, R., & Dobbins, M. (2011). Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with comple needs? European Journal of Special Needs Education, 26<\/i>(2), 251-231, doi: 1031080\/08856257.2011.563608<\/p>\n\n\n\n

Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., & Webster, R. (2011). The impact of support staff on pupils’ “positive approaches to learning” and their academic progress. British Educational Research Journal, 37<\/em>(3), 443-464. doi: 10.1080\/01411921003734645<\/p>\n\n\n\n

Blatchford, P., Russell, A., & Webster, R. (2011). Reassessing the impact of teaching assistants: How research challenges practice and policy.<\/i><\/em> London: Routledge.<\/p>\n\n\n\n

Cameron, D. L., Cook, B. G, & Tankersley, M. (2011). An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms. International Journal of Inclusive Education<\/em>. Advance online publication. doi: 10.1080\/13603116.2011.580459<\/p>\n\n\n\n

Carter, E. W., Sisco, L. G., & Lane, K. L. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 36<\/em>(1-2), 1-10. doi: 10.2511\/rpsd.36.1-2.1<\/p>\n\n\n\n

Chopra, R. V., Sandoval-Lucero, E. & French, N. K. (2011). Effective supervision of paraeducators: Multiple benefits and outcomes. National Teacher Education, 4<\/em>(2), 15-26.<\/p>\n\n\n\n

Dolva, A., Gustavsson, A., Borell, L., & Hemmingsson, H. (2011) Facilitating peer interaction & support to children with Down syndrome in mainstream schools. European Journal of Special Needs Education, 26<\/i>(2), 201-213, doi: 10.1080\/08856257.2011.563607<\/p>\n\n\n\n

Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32<\/em>(1), 22-38. doi: 10.1177\/0741932509355951<\/p>\n\n\n\n

Graves, S. (2011) Performance or enactment? The role of the higher level teaching assistant in a remodelled school workforce in England. Management in Education, 25<\/i>(1), 15-20. ISSN 0892-0206 DOI 10.1177\/0892020610387960.<\/p>\n\n\n\n

Haycock, D., & Smith, A. (2011). To assist or not to assist? A study of teachers’ views of the roles of learning support assistants in the provision of inclusive physical education in England. International Journal of Inclusive Education, 15<\/i>(8), 835-849. DOI: 10.1080\/13603110903452325<\/p>\n\n\n\n

Healy, C. (2011, Winter). One-to-one in the inclusive classroom: The perspectives of paraeducators who support adolescents with Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, <\/em>pp. 77-92.<\/p>\n\n\n\n

McConkey, R. & Abbott, L. (2011). Meeting the professional needs of learning support assistants for pupils with complex needs. Procedia Social and Behavioral Sciences, 15<\/em>, 1419-1424. doi: 10.1016\/j.sbspro.2011.03.305<\/p>\n\n\n\n

McKenzie, B. (2011). Empowering Paraprofessionals through Professional Development. Delta Kappa Gamma Bulletin, 77<\/em>(4), 38-41.<\/p>\n\n\n\n

Moore, W. & Hammond, L. (2011). Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties, 16<\/em>(2), 85-110. doi: 10.1080\/19404151003763029<\/p>\n\n\n\n

Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). “I want support, not comments”: Children’s perspectives on supports in their life, Disability & Society, 26<\/em>: 207-221. doi: 10.1080\/09687599.2011.544060<\/p>\n\n\n\n

Radford, J., Blachford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons.Learning and Instruction.<\/em> Advance online publication. doi:10.1016\/j.learninstruc.2011.01.004<\/p>\n\n\n\n

Rispoli, M., Neeley, L., Lang, R., Ganz, J. (2011). Training paraprofessionals to implement interventions for people autism spectrum disorder: A systematic review. Developmental Neurorehabilitation, 14<\/i>(6), 388. doi10.3109\/17518423.2011.620577<\/p>\n\n\n\n

Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package. Focus on Autism and Other Developmental Disabilities, 26<\/em>(2) 105-118. doi: 10.1177\/1088357611407063<\/p>\n\n\n\n

Rutherford, G. (2011). Doing Right By Teacher Aides, Students with Disabilities, and Relational Social Justice. Harvard Educational Review, 81<\/em>(1), 95-118.<\/p>\n\n\n\n

Symes, W. & Humphrey, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorder (ASDs) in mainstream secondary schools. Journal of Research in Special Needs, 11<\/i>(3), 153-161.<\/p>\n\n\n\n

Ward, A. (2011). Let’s talk about teacher aides. Kairaranga, 12<\/i>(1), 43-50.<\/p>\n\n\n\n

Watson, D., Bayliss, P., & Pratchett. (2011). Pond life that ‘know their place’: exploring teaching and learning support assistants’ experiences through positioning theory. International Journal of Qualitative Studies in Education.<\/em> Advance online publication. doi: 10.1080\/09518398.2011.598195<\/p>\n\n\n\n

Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31<\/em>(1), 3-20. doi: 10.1080\/13632434.2010.540562<\/p>\n\n\n\n

Wellington, W. & Stackhouse, J. (2011). Using visual support for language and learning in children with SLCN: A training programme for teachers and teaching assistants. Child Language Teaching and Therapy, 27<\/em>, 183-201. doi: 10.1177\/0265659011398282<\/p>\n\n\n\n

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<\/a>2010<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Adolphson, S. L., Hawken, L. S., & Carroll, M. S. (2010). Supporting students with disabilities in the general education classroom: The behavioral health assistant. Journal of Positive Behavior Interventions, 12<\/em>(4), 236-244. doi: 10.1177\/1098300709340701<\/p>\n\n\n\n

Bingham, G. E., Hall-Kenyon, K., Culatta, B. (2010). Systematic and engaging early literacy: Examining the effects of paraeducator implemented early literacy. Communication Disorders Quarterly<\/em>. Advance online publication. doi: 10.1177\/1525740109340796<\/p>\n\n\n\n

Breton, W. (2010). Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25<\/em>(1), 34-45.<\/p>\n\n\n\n

Devecchi, C. & Rouse, M. (2010). An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support for Learning, 25<\/em>(2), 91-99. doi: 10.1111\/j.1467-9604.2010.01445.x<\/p>\n\n\n\n

Farrell, P., Alborz, A., Howes, A., Pearson, D. (2010). The impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: A review of the literature. Educational Review, 62<\/em>(4), 435-448. DOI: 10.1080\/00131911.2010.486476<\/p>\n\n\n\n

Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities<\/em>, 48(1), 1-13. DOI: 10.1352\/1934-9556-48.1.1<\/p>\n\n\n\n

Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25<\/em>(4), 341 – 345. doi: 10.1080\/08856257.2010.513537<\/p>\n\n\n\n

Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 247-263)<\/em>. Abingdon, Oxfordshire, UK: Routledge.<\/p>\n\n\n\n

Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation<\/em>, 20, 41-57. DOI: 10.1080\/10474410903535356<\/p>\n\n\n\n

Haegele, J.A., & Kozub, F.M. (2010). A continuum of paraeducator support for utilization in adapted physical education. Teaching Exceptional Children Plus, 6<\/em>(5), Article 2.<\/p>\n\n\n\n

Hall, L.J., Grundon, G.S., Pope, C.A., Romero, A.B. (2010).A Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments. Behavioral Interventions<\/em>, 25(1), 37-51.<\/p>\n\n\n\n

Lewis, S. & McKenzie, A.R. (2010). Competencies, roles, supervision, and training needs of paraeducators working with students with visual impairments in local and residential schools. Journal of Visual Impairment & Blindness, 104<\/em>(8), 464-477.<\/p>\n\n\n\n

Manz, P. H., Power, T. J., Ginsburg-Block, & Dowrick, P. W. (2010). Community paraeducators: A partnership-direected approach for preparing and sustaining the involvement of community members in inner-city schools. The School Community Journal, 20<\/em>(1), 55-80.<\/p>\n\n\n\n

McGrath, M.Z., Johns, B.H., & Mathur, S.R. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals. Beyond Behavior<\/em>, 19(2), 2-6.<\/p>\n\n\n\n

Rose, R., & Forlin, C. (2010). Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education, 14<\/em>(3), 309-323. doi: 10.1080\/13603110802504895<\/p>\n\n\n\n

Rossetti, Z. S. & Goesling, D.P. (2010). Paraeducators’ roles in facilitating friendships between secondary students with and without autism spectrum disorders or developmental disabilities. Teaching Exceptional Children, 42<\/span>(6), 64-70.<\/p>\n\n\n\n

Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement. 21<\/span> 429-449 doi:10.1080\/09243453.2010.512800<\/p>\n\n\n\n

Shyman, E. (2010). Identifying predictors of emotional exhaustion among special education paraeducators: A preliminary investigation. Psychology in Schools, 47<\/em>(8), 828-841. doi: 10.1002\/pits.20507<\/p>\n\n\n\n

Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2010). Double standards and first principles: Framing teaching assistant support for pupils with special educational needs, European Journal of Special Needs Education, 25<\/em>, 319-336. doi: 10.1080\/08856257.2010.513533<\/p>\n\n\n\n

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<\/a>2009<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Alborz, A., Pearson, D., Farrell, P. and Howes, A. (2009). The impact of adult support staff on pupils and mainstream schools<\/em>, London: Dept. for Children, Schools and Families and Institute of Education.<\/p>\n\n\n\n

Angelides, P, Constantinou, C, & Leigh, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education<\/em>, 24(1), 75-89.<\/p>\n\n\n\n

Blatchford, P., Bassett, P., Brown, P., & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal<\/em>, 35(5), 661-686.<\/p>\n\n\n\n

Bourke, P. (2009). Professional development and teacher aides in inclusive education contexts: where to from here? International Journal of Inclusive Education, 13<\/em>(8), 817-827. doi: 10.1080\/13603110802128588<\/p>\n\n\n\n

Byers-Kirsch, J. (2009, March). Idaho’s design for paraeducator effectiveness. The School Administrator<\/em>, 66(3), 40-41.<\/p>\n\n\n\n

Cajkler, W. & Tennant, G. D. (2009). Teaching assistants and pupils’ academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1<\/i>(2), 71-90.<\/p>\n\n\n\n

Carnahan, C. R., Williamson, P., Clarke, L., & Sorensen, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. Teaching Exceptional Children<\/em>, 41(5), 34-43.<\/p>\n\n\n\n

Carter, E. W., O’Rourke, L., Sisco, L., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344-359. DOI: 10.1177\/0741932508324399<\/p>\n\n\n\n

Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children<\/em>, 42(2), 36-43.<\/p>\n\n\n\n

Causton-Theoharis, J. (2009). The paraprofessional’s handbook for effective support in inclusive classrooms<\/em>. Baltimore: Paul H. Brookes.<\/p>\n\n\n\n

Egilson, S.T., & Traustadottir, R. (2009). Assistance to pupils with physical disabilities in regular schools: Promoting inclusion or creating dependency? European Journal of Special Needs Education<\/em>, 24(1), 21-36.<\/p>\n\n\n\n

Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals<\/em>. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities.<\/p>\n\n\n\n

Giangreco, M. F., Hurley, S. M., & Suter, J.C. (2009). Personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47<\/em>(1), 53-56. Correction published 2010, 48(1), ii.<\/p>\n\n\n\n

Hammeken, P. (2009). The paraprofessional’s essential guide to inclusive education (3rd edition)<\/em>. Thousand Oaks, CA: Corwin.<\/p>\n\n\n\n

Kraft, C. N., & Slater, A. E. (2009). One-to-one aides for students with autism: A practical and legal guide. <\/em>Horsham, PA: LPR Publications.<\/p>\n\n\n\n

Liston, A. G., Nevin, A., & Malian, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. TEACHING Exceptional Children Plus, 5<\/em>(5), Article 1.<\/p>\n\n\n\n

Lewis, S., & McKenzie, A. R. (2009). Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators. Journal of Visual Impairment and Blindness<\/em>, 103<\/em>(8), 481-494<\/p>\n\n\n\n

Nevin, A., Villa, R. A., & Thousand, J. S. (2009). A guide to co-teaching with paraeducators: Practical tips for K-12 educators<\/em>. Thousand Oaks, CA: Corwin.<\/p>\n\n\n\n

Rutherford, G. (2009). Curriculum matters for all students? Understanding curriculum from the perspective of disabled students and teacher aides. Curriculum Matters<\/em>, 5, 90-107.<\/p>\n\n\n\n

Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43<\/em>(2), 81-93. doi: 10.1177\/0022466907313353<\/p>\n\n\n\n

Veck, W. (2009). From an exclusionary to an inclusive understanding of educational difficulties and educational space: Implications for the learning support assistant’s role. Oxford Review of Education<\/em>, 35(1), 41-56.<\/p>\n\n\n\n

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<\/a>2008<\/h3>\n\n\n\n

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Bedford, D., Jackson, C. R., & Wilson, E. (2008). New Partnerships for Learning: teachers’ perspectives on their developing professional relationships with teaching assistants in England. Journal of In-service Education, 34<\/em>(1), 7-25. doi: 10.1080\/13674580701828211<\/p>\n\n\n\n

Bolton, J., & Mayer, M. D. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism and Other Developmental Disabilities, 23<\/em> (2), 103-111.<\/p>\n\n\n\n

Carter, E. W., & Pesko, M. J. (2008). Social validity of peer interaction intervention strategies in high school classrooms: Effectiveness, feasibility, and actual use. Exceptionality<\/em>, 16(3) 156-173.<\/p>\n\n\n\n

Causton-Theoharis, J. & Burdick, C. (2008). Paraprofessionals: Gatekeepers to authentic art production. Studies in Art Education, 49<\/em>(3), 167-182.<\/p>\n\n\n\n

Conroy, P. W. (2008). Paraprofessionals and students with visual impairments: Potential pitfalls and solutions. Re:View, 39<\/em>(2), 43-55.<\/p>\n\n\n\n

Devlin, P. (2008). Create effective teacher – Paraprofessional teams. Intervention in School and Clinic<\/em>, 44<\/em>(1), 41-44.<\/p>\n\n\n\n

Doyle, M. B. (2008). The paraprofessional’s guide to the inclusive classroom: Working as a team<\/em> (3rd ed.) Baltimore: Paul H. Brookes Publishing.<\/p>\n\n\n\n

Fraser, C, & Meadows, S. (2008). Children’s views of teaching assistants in primary schools, Education, 36<\/i>(4), 351-363. doi: 10.1080\/03004270701754219<\/p>\n\n\n\n

Harvey, S., Richards, H., & Stacey, K. (2008). ESOL paraprofessionals and English language learners: Working toward sustainable practices (Paper Code: HAR08812). Paper presented at the Australian Association of Educational Research 2008 International Research Conference, Queensland University of Technology, Kelvin Grove, Brisbane.<\/p>\n\n\n\n

Hauerwas, L. B., & Goessling, D. P. (2008). Who are the interventionists? Guidelines for paraeducators in RTI. TEACHING Exceptional Children Plus, 4(3)<\/em> Article 4.<\/p>\n\n\n\n

Hughes, M. T. & Valle-Riestra, D. M. (2008). Responsibilities, preparedness, and job satisfaction of paraprofessionals: Working with young children with disabilities. International Journal of Early Years Education, 16<\/em> (2), 163-173.<\/p>\n\n\n\n

McKenzie, A. R. & Lewis, S. (2008). The role and training of paraprofessionals who work with students who are visually impaired. Journal of Visual Impairment & Blindness, 102<\/em>, 459-471.<\/p>\n\n\n\n

Rutherford, G. (2008). “Yeah, he’s just like you.” The role of teacher aides in supporting children’s understandings of and relationships with one another. New Zealand Journal of Disability Studies<\/em>, 13, 81-100.<\/p>\n\n\n\n

Tews, L., & Lupart, J. (2008). Student with disabilities’ perspectives of the role and impact of paraprofessionals in inclusive education settings. Journal of Policy and Practice in Intellectual Disabilities, 5<\/em>(1), 39-46.<\/p>\n\n\n\n

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<\/a>2007<\/h3>\n\n\n\n

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A.C. & M.C. v. Board of Education of the Chappaqua Central School, No. NYSD:6-CV-04238, U.S. Dist. (April 27, 2007).<\/p>\n\n\n\n

Abbate-Vaughn, J. (2007). Paraprofessionals left behind? Urban paraprofessionals’ beliefs about their work in the midst of NCLB. Journal of Poverty<\/em>, 11(4),k 143-164.<\/p>\n\n\n\n

Bessette K. K., Wills H. P. (2007). An example of an elementary school paraprofessional-implemented functional analysis and intervention. Behavioral Disorders, 32<\/em> (3), 192-210.<\/p>\n\n\n\n

Bingham, M.A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42<\/em>(3), 339-352.<\/p>\n\n\n\n

Blacher, J. (2007). Holding on to their kitestrings: Paraprofessional support in inclusive settings. Exceptional Parent, 37(<\/em>10), 74-76.<\/p>\n\n\n\n

Bourke, P., & Carrington, S. (2007). Inclusive education reform: Implications for teacher aides. Australasian Journal of Special Education, 31<\/em>(1), 15-24. doi:10.1017\/S1030011200025562<\/a><\/p>\n\n\n\n

Burgess, H., & Mayes, A. S. (2007). Supporting the Professional development of teaching assistants: classroom teachers’ perspectives on their mentoring role. Curriculum Journal,18,<\/i><\/em> 389-407. doi:10.1080\/09585170701590056.<\/p>\n\n\n\n

Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32<\/em>(4), 1-15.<\/p>\n\n\n\n

Causton-Theoharis, J., Giangreco, M.F., Doyle, M.B., & Vadasy, P.F. (2007). Paraprofessionals: The “sous chefs” of literacy instruction. TEACHING Exceptional Children 40<\/em>(1), 56-62.<\/p>\n\n\n\n

Cobb, C. (2007). Training paraprofessionals to effectively work with all students. The Reading Teacher<\/em>, 60 (7), 686-689.doi:10.1598\/RT.60.70.10<\/p>\n\n\n\n

Davis, RW, Kotecki, J.E., & Harvey, M.W. (2007). Responsibilities and training needs of paraprofessionals in physical education. Adapted Physical Activity Quarterly, 24<\/em>(1), 70-83.<\/p>\n\n\n\n

Deardorff, P., Glasenapp, G., Schalock. M., & Udell, T. (2007). TAPS: An innovative professional development program for paraeducators in early childhood special education. Rural Special Education Quarterly<\/em>, 26(3), 3-15.<\/p>\n\n\n\n

Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs: Hidden costs and promising practices. Remedial and Special Education, 28<\/em>(1), 21-32.<\/p>\n\n\n\n

Giangreco, M.F., Broer, S.M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22<\/em>(3), 149-158.<\/p>\n\n\n\n

Giangreco, M.F., & Doyle, M.B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education<\/em> (pp. 429-439). London: Sage.<\/p>\n\n\n\n

Gray, C., McCLoy. S., Dunbar. C., Dunn, J., Mitchell, D. and Ferguson, J. (2007) Added value or a familiar face?: The impact of learning support assistants on young readers, Journal of Early Childhood Research, 5<\/em>(3), 285-300. doi: 10.1177\/1476718X07080474<\/p>\n\n\n\n

Hampden-Thompson, G., Diehl, J., & Kinukawa, A. (2007). Description and employment criteria of instructional paraprofessionals<\/i> (No. NCES 2007-008). Washington, DC: National Center for Educational Statistics.<\/p>\n\n\n\n

Howard, R. & Ford, J. (2007). The roles and responsibilities of teacher aides supporting students with special needs in secondary school settings. Australasian Journal of Special Education, 31<\/em>(1), 25-43.<\/p>\n\n\n\n

Keller, C.L., Bucholz, J., & Brady, M.P. (2007). Yes, I can! Empowering paraprofessionals to teach learning strategies. Teaching Exceptional Children, 39<\/em>(3), 18-23.<\/p>\n\n\n\n

Lane, K.L., Fletcher, T., Carter, E., Dejud, & Delorenzo, J. (2007). Paraprofessional-led phonological awareness training with youngsters at-risk for reading and behavioral concerns. Remedial and Special Education, 28<\/em> (5), 266-276.<\/p>\n\n\n\n

Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities<\/em>. Champaign IL: Human Kinetics. Publisher’s page.<\/p>\n\n\n\n

Lytle, R., Lieberman, L., & Aiello, R. (2007). Motivating paraeducators to be actively involved in physical education programs. The Journal of Physical Education, Recreation & Dance, 78<\/em>(4), 26-30.<\/p>\n\n\n\n

Pickett, A.L., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. (2007). Paraeducators in schools: Strengthening the educational team. Austin, TX: Pro-Ed.<\/p>\n\n\n\n

Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for students with Autism spectrum disorders. Remedial and Special Education, 28,<\/i>, 182-189.<\/p>\n\n\n\n

Steckelberg, A.L., Vasa, S.F., Kemp, S.E., Arthaud, T.J., Asselin, S.B., Swain, K., & Fennick, E. (2007). A web-based training model for preparing teachers to supervise paraeducators. Teacher Education and Special Education, 30<\/em>(1), 52-55.<\/p>\n\n\n\n

Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34<\/em>(1), 50-57.<\/p>\n\n\n\n

Vadasy, P.F., Sanders, E.A., & Tudor, S. (2007). Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. Journal of Learning Disabilities, 40<\/em>(6), 508-525.<\/p>\n\n\n\n

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<\/a>2006<\/h3>\n\n\n\n

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Appl, D. (2006). First-year early childhood special education teachers and their assistants: “Teaching along with her.” Teaching Exceptional Children. 38<\/em>, 34-40.<\/p>\n\n\n\n

Ashbaker, B. Y., & Morgan J. (2006). Paraprofessionals in the classroom<\/i>. Boston: Pearson\/Allyn and Bacon.<\/p>\n\n\n\n

Ashbaker, B. Y. & Morgan, J. (2006). The role of administrators in paraprofessional supervision to support ethnic minority students with special needs, Educational Considerations, 34<\/i>(1), 17-21. https:\/\/dx.doi.org\/10.4148\/0146-9282.1196<\/p>\n\n\n\n

Carter, E.W. & Hughes, Carolyn (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons with Severe Disabilities, 31<\/i>, 174-185.<\/p>\n\n\n\n

Collins, J., & Simco, N. (2006). Teaching assistants reflect: The way forward? Reflective Practice: International and Multidisciplinary Perspectives, 7<\/i>(2), 197-214.<\/p>\n\n\n\n

French, N. K., & Chopra, R. V. (2006). Teachers as executives. Theory into Practice, 45<\/i>, 230-238.<\/p>\n\n\n\n

Giangreco, M.F., Smith, C.S., & Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31<\/em>(3). 215-229.<\/p>\n\n\n\n

Hauge, J.M. & Babkie, A.M. (2006). Develop collaborative special educator-paraprofessional teams: One para’s view. Intervention in School and Clinic<\/em>, 42 (1), 51-53. doi:10.1177\/10534512060420010901 <\/a><\/p>\n\n\n\n

Logan, A., (2006). The role of the special needs assistant supporting pupils with special educational needs in Irish mainstream primary schools. Support for Learning<\/em>, 21(2), 92-99.<\/a><\/p>\n\n\n\n

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Malmgren, K.W., & Causton-Theoharis, J.N. (2006). Boy in the bubble: Effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavior disorders. Journal of Research in Childhood Education, 20<\/em>(4), 301-312.<\/em> <\/a><\/p>\n\n\n\n

Mansaray, A. A. (2006). Liminality and in\/exclusion: An exploration the work of teaching assistants. Pedagogy, Culture & Society, 14<\/i>(2), 171-187. doi: 10.1080\/14681360600738335<\/p>\n\n\n\n

Patterson, K.B. (2006). Roles and responsibilities of paraprofessionals: In their own words. TEACHING Exceptional Children Plus, 2<\/em>(5), Article 1.<\/p>\n\n\n\n

Schenker, R., Coster, W., & Parush, S. (2006) Personal assistance, adaptations, and participation in students with cerebral palsy mainstreamed in elementary schools. Disability and Rehabilitation, 28<\/i>, 1061-1069.<\/p>\n\n\n\n

Tobin, R. (2006). Five ways to facilitate the teacher assistant’s work in the classroom. TEACHING Exceptional Children Plus, 2<\/em>(6), Article 4.<\/p>\n\n\n\n

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98<\/i>, 508-528.<\/p>\n\n\n\n

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27<\/i>(6), 365-378.<\/p>\n\n\n\n

Walter, U. M. Petr, C. G. (2006). Lessons from the research on paraprofessionals for attendant care in children’s mental health. Community Mental Health Journal, 42<\/em>(5), 459-475.<\/p>\n\n\n\n

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<\/a>2005<\/h3>\n\n\n\n

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Baber, A. (2005). Instructional Paraprofessional Statistics and Trends: Paraprofessional database research navigator.<\/p>\n\n\n\n

Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005) Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71<\/i>(4), 415-430.<\/p>\n\n\n\n

Carter, E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H. (2005). Effects of peer support interventions on students\u2019 access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30<\/i>(1), 15-25.<\/p>\n\n\n\n

Causton-Theoharis, J.N., & Malmgren, K.W. (2005). Building bridges: Strategies to help paraprofessionals promote peer interactions. Teaching Exceptional Children, 37<\/i>(6), 18-24.<\/p>\n\n\n\n

Causton-Theoharis, J. N., & Malmgren, K. W. (2005). Increasing interactions between students with severe disabilities and their peers via paraprofessional training. Exceptional Children, 71<\/i>(4),431-444.<\/i>.<\/p>\n\n\n\n

Cremin, H., Thomas, G., & Vincett, K. (2005). Working with teaching assistants: Three models evaluated. Research Papers in Education<\/em>, 20(4), 413-432.<\/p>\n\n\n\n

Devlin, P. (2005). Effect of continuous improvement training on student interaction and engagement. Research and Practice for Persons with Severe Disabilities, 30<\/i>(2), 47-59.<\/p>\n\n\n\n

Etscheidt, S. (2005). Paraprofessional services for students with disabilities: A legal analysis of issues. Research and Practice for Persons with Severe Disabilities, 30<\/i>(2), 60-80.<\/p>\n\n\n\n

Forster, E.M., & Holbrook, M. C. (2005). Implications of paraprofessional supports for students with visual impairments. Re:View: Rehabilitation and Education for Blindness and Visual Impairment, 36<\/em>(4), 155-163.<\/p>\n\n\n\n

Gerschel, L. (2005). The special educational needs coordinator’s role in managing teaching assistants: The Greenwich experience. Support for Learning: British Journal of Learning Support, 20<\/i>(2), 69-76.<\/p>\n\n\n\n

Giangreco, M.F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). “Be careful what you wish for\u2026”: Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37<\/i>(5), 28-34.<\/p>\n\n\n\n

Giangreco, M. F. & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20<\/i>(1), 10-26.<\/p>\n\n\n\n

Granger, J. D. & Grek, M. (2005). Struggling readers stretch their skills: Project maximizes use of paraprofessionals to teach reading. Journal of Staff Development, 26<\/em>(3), 32-36.<\/p>\n\n\n\n

Groom, B. & Rose, R. (2005). Supporting the inclusion of pupils social, emotional, and behavioural difficulties in the primary school: The role of teaching assistants. Journal of Research in Special Educational Needs, 5<\/i>(1), 20-30. doi: 10.1111\/J1471-3802.2005.00035.x<\/p>\n\n\n\n

Jolly, A. & Evans, S. (2005). Teacher assistants move to the front of the class: Job-embedded learning pays off in student achievement. Journal of Staff Development, 26<\/em>(3), 8-13.<\/p>\n\n\n\n

Kerry, T. (2005). Towards a typology for conceptualising the roles of teaching assistants. Educational Review<\/em>, 57(3), 373-384.<\/p>\n\n\n\n

Lewis, C.K. (2005). Seen but not heard: ESEA and instructional aides in elementary education. Review of Research in Education, 29<\/em>, 131-149.<\/p>\n\n\n\n

Leblanc, M.P., Ricciardi, J.N., & Luiselli, J.K. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education & Treatment of Children, 28<\/em>(1), 76-82.<\/p>\n\n\n\n

Malmgren, K.W., Causton-Theoharis, J.N., & Trezek, B.J. (2005). Increasing peer interactions for students with behavioral disorders via paraprofessional training. Behavioral Disorders, 31<\/em>(1), 95-106.<\/p>\n\n\n\n

Piletic, C., Davis, R., & Aschemeier, A. (2005). Paraeducators in physical education. Journal of Physical Education, Recreation & Dance, 76<\/em>(5), 47-55.<\/p>\n\n\n\n

Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2005). Contributions of reading practice to first-grade supplemental tutoring: How text matters. Journal of Learning Disabilities, 38<\/i>, 364-380.<\/p>\n\n\n\n

Wall, S., Davis, K. L., Winkler Crowley, A. L., & White, L. L. (2005). The urban paraprofessional goes to college. Remedial and Special Education 26<\/i>(3), 183-190.<\/p>\n\n\n\n

Zabel, T. A., Gray, R. M., Gardner, J., & Ackerman, J. (2005). Use of school-based one-to-one aides for children following traumatic brain injury: A proposed practice model. Physical Disabilities: Education and Related Services 24<\/i>(1), 5-22.<\/p>\n\n\n\n

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<\/a>2004<\/h3>\n\n\n\n

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Allen, M., & Ashbaker, B. Y. (2004). Strengthening schools: Involving paraprofessionals in crisis prevention and intervention. Intervention in School and Clinic, 39<\/i>(3), 139-146.<\/p>\n\n\n\n

Ashbaker, B.Y., & Morgan, J. (Spring 2004). Legal issues relating to school paraprofessionals. A Legal Memorandum: Quarterly Law Topics for School Leaders <\/i>(pp. 1-7). Reston, VA: National Association of Secondary School Principals. (ISSN 0192-6152).<\/p>\n\n\n\n

Bernal, C., & Aragon, L. (2004). Critical factors affecting the success of paraprofessionals in the first two years of career ladder projects in Colorado. Remedial and Special Education, 25<\/i>(4), 205-213.<\/p>\n\n\n\n

Chopra, R. V., & French, N. K. (2004). Paraeducator relationships with parents of students with significant disabilities. Remedial and Special Education, 25<\/i>(4), 240-251.<\/p>\n\n\n\n

Chopra, R. V., Sandoval-Lucero, E., Aragon, L., Bernal, C., de Balderas, H., & Carroll, D. (2004). The paraprofessional role of connector. Remedial and Special Education, 25<\/i>(4), 219-231.<\/p>\n\n\n\n

Council for Exceptional Children (2004). The CEC paraeducator standards workbook<\/i>. Alexandria, VA: Author.<\/p>\n\n\n\n

Giangreco, M.F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities,<\/i> (pp. 185-204). Boston: Allyn & Bacon.<\/p>\n\n\n\n

Giangreco, M.F., Halvorsen, A., Doyle, M.B., & Broer, S.M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17<\/i>(2), 82-90.<\/p>\n\n\n\n

Griffin-Shirley, N. & Matlock, D. (2004). Paraprofessionals speak out: A survey. Re:View: Rehabilitation and Education in Blindness and Visual Impairments, 36<\/em>(3), 127-136.<\/p>\n\n\n\n

Linn-Marr Community School District and Grant Wood Area Education Agency (AEA 10) (2004). 41 IDELR 24.<\/p>\n\n\n\n

Mistry, M., Burton, N., & Brundrett, M. (2004). Managing LSAs: An evaluation of the use of learning support assistants in an urban primary school, School Leadership & management<\/em>, 24(2), 125-137.<\/p>\n\n\n\n

New Brunswick Association for Community Living. (July 2004). Position paper on the roles and responsibilities of teacher assistants within an inclusive education system.<\/i> Link for NBACL Website.<\/p>\n\n\n\n

Riggs, C. G. (May\/June 2004). To teachers: What paraeducators want you to know. TEACHING Exceptional Children, 36<\/i><\/em>(5), 8-12.<\/p>\n\n\n\n

Robinson, C.C., Rosenberg, S.(2004). Child welfare referrals to part C. Journal of Early Intervention, 26<\/i>(4), 284-291.<\/p>\n\n\n\n

Trautman, M. L. (2004). Preparing and managing paraprofessionals. Intervention in School and Clinic, 39<\/em>(3), 131-138.<\/p>\n\n\n\n

Wallace, T. (2004). Paraprofessionals in schools. Journal of Special Education Leadership, 17<\/i> (1), 46-61.<\/p>\n\n\n\n

Werts, M. G., Harris, S., Tillery, C. Y., & Roark. (2004). What parents tell us about paraeducators. Remedial and Special Education, 25<\/i>(4), 232-239.<\/p>\n\n\n\n

White, R. (2004). The recruitment of paraeducators into the special education profession: A review of progress, select evaluations outcomes, and new intiatives. Remedial and Special Education, 25<\/i>(4), 214-218.<\/p>\n\n\n\n

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<\/a>2003<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Cremin, H., Thomas, G., & Vincett, K. (2003). Learning zones: An evaluation of three models for improving learning through teacher\/teaching assistant teamwork. Support for Learning, 18<\/i>(4), 154-164.<\/p>\n\n\n\n

Cushing, L. S., Clark, N., Carter, E. W., & Kennedy, C. H. (2003). Peer supports and access to the general education curriculum. TASH Connections, 29(10), 8-11.<\/p>\n\n\n\n

French, N. K. (2003). Managing paraeducators in your school: How to hire, train, and supervise non-certified staff.<\/i> Thousand Oaks: Corwin Press, Inc.<\/p>\n\n\n\n

French, N. K. (2003). Paraeducators in special education programs. Focus on Exceptional Children, 36<\/i>(2), 1-16.<\/p>\n\n\n\n

Ghere, G. & York-Barr, J. (2003). Employing, developing, and directing special education paraprofessionals in inclusive education programs: Findings from a multi-site case study. <\/i>Minneapolis, MN: Institute on Community Integration (UCEDD) & Department of Educational Policy and Administration, University of Minnesota.<\/p>\n\n\n\n

Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61<\/i>(2), 50-53.<\/p>\n\n\n\n

Giangreco, M.F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22<\/i>(1), 17-27.<\/p>\n\n\n\n

Giangreco, M.F., & Broer, S.M. (March\/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29<\/i>(3\/4), 22-23.<\/p>\n\n\n\n

Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70<\/i>(1), 63-79.<\/p>\n\n\n\n

Guay, D. (2003). Paraeducators in the art classrooms: Issues of culture, leadership, and special needs. Studies in Art Education, 45<\/i>(1), 20-39.<\/p>\n\n\n\n

Hemmingsson, H., Borell, L., & Gustavsson, A. (2003). Participation in school: School assistants creating opportunities and obstacles for pupils with disabilities. Occupational Therapy Journal of Research, 23<\/i>(3), 88-98.<\/p>\n\n\n\n

Hill, C. (2003) The role of instructional assistants in regular classrooms: Are they influencing inclusive practices? Alberta Journal of Educational Research, 49<\/i>(1), 98-100.<\/p>\n\n\n\n

Lawlor, L., & Cregan, A. (2003). The evolving role of the special needs assistant: Towards a new synergy. REACH Journal of Special Needs Education in Ireland, 16<\/i>(2), 82-93.<\/p>\n\n\n\n

Likins, M. (2003). NCLB implications for paraprofessionals. Principal Leadership, 3<\/em>(5), 10-13.<\/p>\n\n\n\n

Miller, S. D. (2003). Partners-in-reading: Using classroom assistants to provide tutorial assistance to struggling first-grade readers. Journal of Education for Students Placed at Risk, 8<\/i>(3), 333-349.<\/p>\n\n\n\n

Mueller, P.H. (2003). Building capacity to attract, train, support and retain paraeducators. Williston, VT: Northeast Regional Resource Center.<\/p>\n\n\n\n

Muijs, D. & Reynolds, D. (2003). The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school, Educational Research<\/em>, 45(3), 219-230.<\/p>\n\n\n\n

Pickett, A.L., & Gerlach, K. (2003). Supervising paraeducators in school settings: A team approach<\/i>. (2nd ed.) Austin, TX: Pro-Ed.<\/p>\n\n\n\n

Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of paraeducators<\/i>. New York: National Resource Center for Paraprofessionals in Education Related Services.<\/p>\n\n\n\n

Robertson, K, Chamberlain, B., & Kasari, C. (2003). General education teachers’ relationship with included students with autism. Journal of Autism and Developmental Disorders, 33<\/i>(2), 123-130.<\/p>\n\n\n\n

Schepis, M.M., Reid, D.H., Ownbey, J., & Clary, C. (2003). Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. Research & Practice for Persons with Severe Disabilities, 28,<\/em> 37-41.<\/p>\n\n\n\n

Tillery, C. Y., Werts, M. G., Roark, R., & Harris, S. (2003). Perceptions of paraeducators on job retention. Teacher Education and Special Education, 26<\/i>(2), 118-127.<\/p>\n\n\n\n

Wallace, T. (2003). Paraprofessionals. <\/i>(COPSSE Document No. IB-3). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.<\/p>\n\n\n\n

Wilson, V., Schlapp, U., & Davidson, J. (2003). An ‘extra pair of hand’? Managing classroom assistants in Scottish primary school. Educational Management & Administration<\/em>, 31(2), 189-205.<\/p>\n\n\n\n

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<\/a>2002<\/h3>\n\n\n\n

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Balshaw, M., & Farrell, P. (2002). Teacher assistants: Practical strategies for effective classroom support.<\/i> London: David Fulton.<\/p>\n\n\n\n

Black, S. (2002, May). Not just helping hands. American School Board Journal, 189(5)<\/i>, 42-44.<\/p>\n\n\n\n

Bugaj, S.J. (2002). Improving the skills of special education paraprofessionals: A rural school district\u2019s model for staff development. Rural Special Education Quarterly, 21<\/i>(1), 16-24.<\/p>\n\n\n\n

Campbell, M. (2002). Paraprofessionals rise to the challenge. Nation at risk? American Teacher, 87<\/i> (8), 18.<\/p>\n\n\n\n

Doyle, M.B. (2002). The paraprofessionals guide to the inclusive classroom: Working as a team. <\/i>(2nd ed.). Baltimore: Paul H. Brookes.<\/p>\n\n\n\n

French, N. K. (2002). 20 ways to maximize paraprofessional services for students with learning disabilities. Intervention in Schools and Clinic, 38<\/i>(1), 50-55.<\/p>\n\n\n\n

Garner, P. (2002). Now even ‘more than just a helper’: How Learning Support Assistants see their role in schools. Education Today: Journal of the College of Preceptors<\/em>, 52(3), 13-19.<\/p>\n\n\n\n

Ghere, G., York-Barr, J., & Sommerness, J. (2002). Supporting students with disabilities in inclusive schools: A curriculum for job-embedded paraprofessional development.<\/i> Minneapolis: Institute on Community Education (University of Minnesota).<\/p>\n\n\n\n

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21<\/i>(1), 3-15.<\/p>\n\n\n\n

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). “That was then, this is now!” Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10<\/i>(1), 47-64.<\/p>\n\n\n\n

Giangreco, M.F. & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34 <\/i>(7), 1-12.<\/p>\n\n\n\n

McDonnell, J., Johnson, J. W., Polychronis, S., & Risen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities,37<\/i>(4), 363-377.<\/p>\n\n\n\n

Moran, A.m & Abbott, L. (2002). Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland, European Journal of Special Needs Education<\/em>, 17(2), 161-173.<\/p>\n\n\n\n

Morrissette, D., Morrissette, P. J., & Julien, R. (2002, Fall). Paraeducators in education. Essays in Education, 3<\/i>.<\/p>\n\n\n\n

Mueller, P.H. (2002). The paraeducator paradox. Exceptional Parent, 32<\/i>(9), 64-67.<\/p>\n\n\n\n

Railsback, J., Reed, B., & Schmidt, K. (2002). Working together for successful paraeducator services: A guide for paraeducators, teachers, and principals. <\/i> Northwest Regional Educational Laboratory. Portland, OR.<\/p>\n\n\n\n

Riggs, Cathryn G. (2002). Providing administrative support for classroom paraeducators: What\u2019s a building administrator to do? Rural Special Education Quarterly 21<\/i>(3), 10-14.<\/p>\n\n\n\n

Rosenberg, A.S., Robinson, C., Fryer, G.E., (2002). Evaluation of paraprofessional home visiting services for children with special needs and their families. Topics in Early Childhood Special Education, 22<\/i>(3), 158-168. doi: 1031177\/02711214020220030301<\/p>\n\n\n\n

Vadasy, P.F., Sanders, E.A., Jenkins, J.R., & Peyton, J.A. (2002). Timing and intensity of tutoring: A closer look at the conditions for effective early literacy tutoring. Learning Disabilities: Research and Practice, 17<\/i>(4), 227-241.<\/p>\n\n\n\n

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<\/a>2001<\/h3>\n\n\n\n

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Ashbaker, B.Y., & Morgan, J. (2001). Growing roles for teachers’ aides. Education Digest, 6<\/i>6(7), 60-65.
Beale, E. W. (2001). Analysis of state standards for paraprofessionals. Journal of Instructional Psychology, 28,<\/em> 244-248.<\/p>\n\n\n\n

Bernstorf, E. D. (2001). Paraprofessionals in music settings. Music Educators Journal, 87<\/i>(4), 36-40.<\/p>\n\n\n\n

Carroll, D. (2001, November\/December). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children, 34(2)<\/i>, 60-64.<\/p>\n\n\n\n

Daniels, V.I. & McBride, A. (2001). Paraeducators as critical team members: Redefining roles and responsibilities. NASSP Bulletin, 85<\/i>(623), 66-74.<\/p>\n\n\n\n

French, Nancy K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education 35<\/i>, 41-53.<\/p>\n\n\n\n

Gerber, S.B., Finn, J.D., Achilles, C.M., & Boyd-Zaharias, J. (2001). Teacher aides and students’ academic achievement. Educational Evaluation and Policy Analysis,23<\/i>(2), 123-143.<\/p>\n\n\n\n

Gerlach, K. (2001). Let’s team up: A checklist for paraeducators, teachers, and principals<\/i>. Washington, DC: National Education Association of the United States.<\/p>\n\n\n\n

Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26<\/i>, 75-86.<\/p>\n\n\n\n

Giangreco, M.F., Edelman, S.W., & Broer, S.M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67<\/i>, 485-498.<\/p>\n\n\n\n

Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68<\/i>, 45-63.<\/p>\n\n\n\n

IDEA Partnerships (December, 2001). IDEA partnerships paraprofessional initiative: Report to the U.S. Department of Education, Office of Special Education Programs<\/i>. Arlington, VA: Council for Exceptional Children – ASPIIRE.<\/p>\n\n\n\n

Killoran, J., Templeman, T. P., Peters, J., & Udell, T. (2001) Identifying paraprofessional competencies for early intervention and early childhood special education.  Teaching Exceptional Children, 34<\/i>(1), 68-73.<\/p>\n\n\n\n

Lacey, P. (2001). The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties. Educational Review, 53<\/i>(2), 157-167.<\/p>\n\n\n\n

Logan, A. (2001). Collaboration between teachers and special needs assistants in mainstream primary schools. REACH Journal of Special Needs Education in Ireland, 15<\/i>(1), 33-42.<\/p>\n\n\n\n

McNally, R. D., Cole, P.G., & Waugh, R. F. (2001). Regular teachers’ attitudes to the need for additional classroom support for the inclusion of students with intellectual disability. Journal of Intellectual and Developmental Disability, 26<\/i>, 257-273.<\/p>\n\n\n\n

Minondo, S., Meyer, L.H., & Xin, J.F. (2001). The role and responsibilities of teaching assistants in inclusive education: What’s appropriate. The Journal of the Association for Persons with Severe Handicaps, 26<\/i>,(2) 114-119.<\/p>\n\n\n\n

Morgan, J., & Ashbaker, B.Y. (2001). A teacher’s guide to working with paraeducators and other classroom aides<\/i>. Alexandria, VA: Association for Supervision and Curriculum Development.<\/p>\n\n\n\n

Morgan, J., & Ashbaker, B.Y. (2001). 20 ways to work more effectively with your paraeducator. Intervention in School and Clinic, 36<\/i>(4), 230-231.<\/p>\n\n\n\n

Mueller, P.H., & Murphy, F.V. (2001). Determining when a student requires paraeducator support. TEACHING Exceptional Children, 33<\/i>(6), 22-27.<\/p>\n\n\n\n

Rea, P. (January 2001). Paraprofessionals: Training for success. Quinlan’s Special Education Law Bulletin, 7<\/i>(1), 1-2.<\/p>\n\n\n\n

Riggs, C.G. (2001, January\/February). Ask the paraprofessionals: What are your training needs? TEACHING Exceptional Children, 33<\/i>(3), 78-83.<\/p>\n\n\n\n

Riggs, C. G., & Mueller, P.H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education 35<\/i>(1), 54-62.<\/p>\n\n\n\n

Russotti, J. & Rona, S. (2001). In-service training for teacher assistants and others who work with students with visual impairments. Journal of Visual Impairment & Blindness, 95<\/i>(8), 483-487.<\/p>\n\n\n\n

Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34<\/em>, 313-327.<\/p>\n\n\n\n

Skar, L., & Tamm, M. (2001). My assistant and I: Disabled children’s and adolescents’ roles and relationships to their assistants. Disability and Society, 16<\/i>, 917-931.<\/p>\n\n\n\n

Wallace, T., Shin, J., Bartholomay, & T., Stahl, B. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67<\/i>, 520-533.<\/p>\n\n\n\n

Werts, M.G., Zigmond, N., & Leeper, D.C. (2001) Paraprofessional proximity and academic engagement: Students with disabilities in primary aged classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 36<\/i>(4). 424-440.<\/p>\n\n\n\n

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<\/a>2000<\/h3>\n\n\n\n

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Allred, D. M., Morgan, J., & Ashbaker, B. Y. (2000). Available but not accessed: Resources to enhance paraeducators\u2019 skills and knowledge. Theories and Practices in Supervision and Curriculum 11<\/i>, 68-63.<\/p>\n\n\n\n

Ashbaker, B.& Morgan, J. (2000, January). Bilingual paraeducators: What we can learn from Rosa. NASSP Bulletin, 84<\/i>(612), 53-56.<\/p>\n\n\n\n

Downing, J.E., Ryndak, D.L., & Clark, D. (2000). Paraeducators in inclusive classrooms.  Remedial and Special Education, 21<\/i>(3), 171-181.<\/p>\n\n\n\n

Dover, W. (2000). The classroom teacher’s guide for working with paraeducators: <\/i>Video. National Professional Resources, Inc.<\/p>\n\n\n\n

Drecktrah, M.E. (2000, Spring). Preservice teachers’ preparation to work with paraeducators. Teacher Education and Special Education, 12<\/i>(2), 157-164.<\/p>\n\n\n\n

Farrell, P., Balshaw, M., & Polat, F. (2000). The work of learning support assistants in mainstream schools: Implications for school psychologists. Educational and Child Psychology, 17<\/i>(2), 66-76.<\/p>\n\n\n\n

Fluery, M. L. (2000). Confidentiality issues with substitutes and paraeducators. TEACHING Exceptional Children, 33<\/i>(1), 44-45.<\/p>\n\n\n\n

French, N. K. (2000). Topic #3: Taking time to save time: Delegating to paraeducators. TEACHING Exceptional Children, 32<\/i>(3), 79-83.<\/p>\n\n\n\n

Jenkins, J.R., Vadasy, P.F., Firebaugh, M., & Profilet, C. (2000). Tutoring first-grade struggling readers in phonological reading skills. Learning Disabilities Research and Practice, 15<\/i>, 75-84.<\/p>\n\n\n\n

Katsiyannis, A., Hodge, J., & Lanford, A. (2000). Paraeducators: legal and practice considerations. Remedial and Special Education, 21<\/i>(5), 297-304.<\/p>\n\n\n\n

Lasater, M. W., Johnson, M. M., & Fitzgerald, M. (2000). Completing the education mosaic: Paraeducator professional development options. Teaching Exceptional Children, 33<\/i>(1), 46-51.<\/p>\n\n\n\n

Morgan, J., Ashbaker, B.Y., & Allred, D. (2000). Providing training for paraeducators: What motivates them to attend? The Researcher: A Publication of the Northern Rocky Mountain Educational Research Association 15<\/i>(1), 50-55.<\/p>\n\n\n\n

Morgan, J., Ashbaker, B.Y., & Forbush,D. (2000, November\/December). Special helpers. American School Board Journal, 187<\/i>(1), 54-56.<\/p>\n\n\n\n

O’Shaughnessy, T. E., & Swanson, L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33<\/i>, 257-277.<\/p>\n\n\n\n

Rose, R. (2000). Using classroom support in the primary school: A single case study. British Journal of Special Education, 27<\/i>(4), 191-196.<\/p>\n\n\n\n

Singh, P. (2000). Local and official forms of symbolic control: An Australian case study of the pedagogic work of para-educational personnel. International Journal of Inclusive Education, 4<\/i>(1), 3-21.<\/p>\n\n\n\n

Vadasy, P.F., Jenkins, J.R., & Poole, K. (2000). Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities. Journal of Learning Disabilities, 33<\/i>, 579-590.<\/p>\n\n\n\n

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<\/a>1999<\/h3>\n\n\n\n

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Brown, L., Farrington, K., Ziegler, M., Knight, T., & Ross, C. (1999). Fewer paraprofessionals and more teachers and therapists in educational programs for students with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 24<\/i>(4), 250-253.<\/p>\n\n\n\n

French, N.K. (1999). Topic #1 Paraeducators: Who are they and what do they do? TEACHING Exceptional Children, 32<\/i>(1), 65-69.<\/p>\n\n\n\n

French, N. K. (1999). Topic #2 Paraeducators and teachers: Shifting roles. TEACHING Exceptional Children, 3<\/i>2(2), 69-73.<\/p>\n\n\n\n

French, N.K., & Chopra, R. (1999). Parent perspectives on the roles of paraprofessionals. Journal of the Association for Persons with Severe Handicaps, 24<\/i>(4), 259-272.<\/p>\n\n\n\n

Freschi, D.F. (1999). Guidelines for working with one-to-one aides. TEACHING Exceptional Children, 31<\/i>(4), 42-47.<\/p>\n\n\n\n

Giangreco, M. F., Broer S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons with Severe Handicaps, 24<\/i>(4), 281-291.<\/p>\n\n\n\n

Giangreco, M.F., CichoskiKelly, E., Backus, L., Edelman, S., Broer, S., CichoskiKelly, C., & Spinney, P. (1999, March). Developing a shared understanding: Paraeducator supports for students with disabilities in general education. TASH Newsletter, 25<\/i>(1), 21-23.<\/p>\n\n\n\n

Jerwood, L. (1999). Using special needs assistants effectively. British Journal of Special Education, 26<\/i>(3), 127-129.<\/p>\n\n\n\n

Marks, S.U., Schrader, C., & Levine, M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65<\/i>(3), 315-328.
National Joint Committee on Learning Disabilities. (1999). Learning disabilities: Use of paraprofessionals. Learning Disabilities Quarterly, 22<\/i>(1), 23-30.<\/i><\/p>\n\n\n\n

Palladino, P., Cornoldi, C., Vianello, R., Scruggs, T. & Mastropieri (1999). Paraprofessionals in Italy: Perspectives from an inclusive country. Journal of the Association for Persons with Severe Handicaps, 24<\/i>(4), 254-258.<\/p>\n\n\n\n

Parsons, M.B., & Reid, D.H. (1999). Training basic teaching skills to paraeducators of students with severe disabilities: A one-day program. TEACHING Exceptional Children, 31<\/i>(4), 48-55.<\/p>\n\n\n\n

Pickett, A. L. (1999). Strengthening and supporting teacher\/provider-paraeducator teams: Guidelines for paraeducator roles, supervision, and preparation.<\/i> New York, New York: City University of New York, National Resource Center for Paraprofessionals in Education and Related Services.<\/p>\n\n\n\n

Potter, C.A. & Richardson, H.R. (1999). Facilitating classroom assistants’ professional reflection through video workshops. British Journal of Special Education 26<\/i> (1), 34-36.<\/p>\n\n\n\n

Rogan, P., & Held, M. (1999). Paraprofessionals in job coach roles. Journal of the Association for Persons with Severe Handicaps, 24<\/i>(4), 273-280.<\/p>\n\n\n\n

Rueda, R. & DeNeve, C. (1999), How paraeducators build cultural bridges in diverse classrooms. Reaching Today’s Youth: The Community Caring Journal, vol. 3<\/i>(2), 53-55.<\/p>\n\n\n\n

Shukla, S., Kennedy, C.H., & Cushing, L.S. (1999). Intermediate school students with severe disabilities: Supporting their education in general education classrooms. Journal of Positive Behavior Interventions, 1<\/i>(3), 130-140.<\/p>\n\n\n\n

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<\/a>1998<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Demchak, M. A. & Morgan, C.R. (1998).  Effective collaboration between professionals and paraprofessionals.  Rural Special Education Quarterly, 17 <\/i>(1), 10-15.<\/p>\n\n\n\n

Ernsperger, L.A. (1998, Summer). Using a paraeducator to facilitate school reentry. Reaching Today\u2019s Youth: Community Circle of Caring Journal, 2<\/i>(4), 9-12.<\/p>\n\n\n\n

French, N. K. (1998). Paraprofessional Academy.<\/i> Denver, CO: University of Colorado at Denver, Center for Collaborative Educational Leadership.<\/p>\n\n\n\n

French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19,<\/i> 357-368.<\/p>\n\n\n\n

Hadadian, A., & Yssel, N. (1998). Changing roles of paraeducators in early childhood special education. Infant-Toddler Intervention, 8<\/i>(1), 1-9.<\/p>\n\n\n\n

Kotkin, R. (1998). The Irvine paraprofessional program: Promising practice for serving students with ADHD. Journal of Learning Disabilities, 31<\/em>(6), 556-564.<\/p>\n\n\n\n

LeTendre, M.J. (1998). Paraprofessionals: A resource for tomorrow’s teachers. Journal of Education for Students Placed At Risk, 3<\/i>(2), 107-110.<\/p>\n\n\n\n

Maag, J. W., Vasa, S. F., & Reid, R. (1998). Frequency of interventions used by paraeducators with students with emotional and behavioral disorders. Psychological Reports, 82<\/i>, 1121-1122.<\/p>\n\n\n\n

Morgan, J., Ashbaker, B.Y., & Forbush, D. (1998). Strengthening the teaching team: Teachers and para-professionals build their team power. Support for Learning (British Journal of Learning Support), 13<\/i>(3), 115-117.<\/p>\n\n\n\n

O’Connor, J., & French, R. (1998). Paraprofessionals’ attitudes toward inclusion of students with disabilities in physical education. Perceptual and Motor Skills, 86,<\/em> 89.<\/p>\n\n\n\n

Steckelberg, A.L., & Vasa, S.F. (1998). How paraeducators learn on the web. TEACHING Exceptional Children, 30<\/i>(5), 54-59.<\/p>\n\n\n\n

Villegas, A.M., & Clewell, B.C. (1998). Increasing teacher diversity by tapping the paraprofessional pool. Theory Into Practice, 37<\/i>(2), 121-130.<\/p>\n\n\n\n

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<\/a>1997<\/h3>\n\n\n\n

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French, N. K., & Pickett, A.L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20<\/i>(1), 61-73.<\/p>\n\n\n\n

Giangreco, M.F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, <\/i>7-18.<\/p>\n\n\n\n

Hall, L.J., & Macvean, M.L. (1997). Increases in the communicative behaviors of students with cerebral palsy as a result of feedback to, and the selection of goals by, paraprofessionals. Behaviour Change, 14<\/i>(3), 174-184.<\/p>\n\n\n\n

Hansen, D. (1997). Use of focus-group needs assessment for planning paraprofessional staff development in Iowa’s education settings. Journal of Children’s Communication Development, 18<\/i>(1), 81-90.<\/p>\n\n\n\n

Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate services for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32,<\/i> 71-77.<\/p>\n\n\n\n

Johnson, M.M., Lasater, M.W., & Fitzgerald, M.M. (1997). Paraeducator: Not just an aide. Journal of Staff Development, 18<\/i>(1), 6-11.<\/p>\n\n\n\n

Macvean, M.L., & Hall, L.J. (1997). The integration assistant: Benefits, challenges and recommendations. Australian Disability Review, 2\/97<\/i>, 3-9.<\/p>\n\n\n\n

Margerison, A. (1997). Class teachers and the role of classroom assistants in the delivery of special educational needs. Support for
Learning, 12<\/i>(4), 166-169.<\/p>\n\n\n\n

Morgan, J., & Hofmeister, A.M. (1997). Staff development curricula for the paraeducator: Observations from the research. CASE in Point 10<\/i>(2), 37-41.<\/p>\n\n\n\n

Nittoli, J.M., & Giloth, R.P. (1997). New careers revisited: Paraprofessional job creation for low-income communities. Social Policy, 28<\/i>(2), 44-61.<\/p>\n\n\n\n

Pickett, A.L., & Gerlach, K. (1997). Supervising paraeducators in school settings: A team approach<\/i>. Austin, TX: Pro-Ed.<\/p>\n\n\n\n

Radaszewski-Byrne, M. (1997). Issues in the development of guidelines for the preparation and use of speech-language paraprofessionals and their SL supervisors working in education settings. Journal of Children’s Communication Development, 18<\/i>(1), 5-22.<\/p>\n\n\n\n

U.S. Department of Education (1997). Roles for education paraprofessionals in effective schools: An idea book.<\/i> Washington, DC: Author.<\/p>\n\n\n\n

Vadasy, P.F., Jenkins, J.R., Antil, L. R., Wayne, S.K., & O’Connor, R. E. (1997). The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers. Learning Disabilities Quarterly, 20<\/i>, 126-139.<\/p>\n\n\n\n

Vadasy, P.F., Jenkins, J.R., Antil, L. R., Wayne, S.K., & O’Connor, R. E. (1997). Community-based early reading intervention for at-risk first graders. Learning Disabilities: Research and Practice, 12<\/i>, 29-39.<\/p>\n\n\n\n

Young, B., Simpson, R., Smith Myles, B., & Kamps, D.M. (1997). An examination of paraprofessional involvement in supporting students with autism. Focus on Autism and Other Developmental Disabilities, 12<\/i>(1), 31-38, 48.<\/p>\n\n\n\n

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<\/a>1996<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Erwin, E. (1996). Meaningful participation in early childhood general education: Exploring the use of natural supports and adaptive strategies. Journal of Visual Impairment and Blindness, 90,<\/i> 400-411.<\/p>\n\n\n\n

French, N.K. (1996). A case study of a speech-language pathologist’s supervision of assistants in a school setting: Tracy’s story. Journal of Children’s Communication Development, 18<\/i>(1), 103-110.<\/p>\n\n\n\n

Haas, E.M. (1996). Necessity: The mother of intervention. A parent’s recommendation for the preparation and use of speech-language paraprofessionals in education settings. Journal of Children’s Communication Development, 18<\/i>(1), 111-114.<\/p>\n\n\n\n

Hammeken, P.A. (1996). Inclusion: An essential guide for the paraprofessional. <\/i>Minnetonka, MN: Peytral Publications.<\/p>\n\n\n\n

Hansen D. (1996). Use of focus-group needs assessment for planning paraprofessional staff development in Iowa’s education settings. Journal of Children’s Communication Development, 18<\/i>(1), 81-89.<\/p>\n\n\n\n

Wadsworth, D. E., & Knight, D. (1996). Paraprofessionals: The bridge to successful full inclusion. Intervention in School and Clinic, 31<\/i>(3), 166-171.<\/p>\n\n\n\n

Werts, M G., Wolery, M., Snyder, E., & Caldwell, N. (1996). Teachers’ perceptions of the supports critical to the success of inclusion programs. Journal of the Association for Persons with Severe Handicaps, 21<\/i>(1), 9-21.<\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/a>1995<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Baskind, S., & Thompson, D. (1995). Using assistants to support the educational needs of pupils with learning difficulties: The sublime or the ridiculous? Educational and Child Psychology, 12,<\/em> 46-57.<\/p>\n\n\n\n

Benshoff, J.J., Eckert, J.M., Riggar, T.F., & Taylor, D.W. (1995). Parameters of paraprofessionalism: Exploring the myths and realities associated with paraprofessionals in rehabilitation settings. Journal of Rehabilitation Administration, 19, <\/i>133-143.<\/p>\n\n\n\n

Hall, L.J., McClannahan, L.E., & Krantz, P.J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30,<\/i> 208-217.<\/p>\n\n\n\n

Kennedy, J.H. (1995). Teachers, student teachers, paraprofessionals, and young adults’ judgments about the acceptable use of corporal punishment in the rural south. Education and Treatment of Children, 18<\/i>(1), 53-64.<\/p>\n\n\n\n

Kotkin, R. A. (1995). The Irvine paraprofessional program: Using paraprofessionals in serving students with ADHD. Intervention in School and Clinic, 30<\/i>(4), 235-240.<\/p>\n\n\n\n

Martella, R.C., Marchand-Martella, N.E., Miller, T.L., Young, K.R., & Macfarlane, C.A. (1995). Teaching instructional aides and peer tutors to decrease problem behaviors in the classroom. Teaching Exceptional Children, 27<\/i>(2), 53-56.<\/p>\n\n\n\n

Salzberg, C.L., & Morgan, J. (1995). Preparing teachers to work with paraeducators. Teacher Education and Special Education, 18,<\/i> 49-55.<\/p>\n\n\n\n

Welch, M., Richards, G., Okada, T., Richards, J., & Prescott, S. (1995). A consultation and paraprofessional pull-in system of service delivery: A report on student outcomes and teacher satisfaction. Remedial and Special Education, 16<\/i>(1), 16-28.<\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/a>1994<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Boomer, L.W. (1994). The utilization of paraprofessionals in programs for students with autism. Focus on Autistic Behavior, 9<\/i>(2), 1-9.<\/p>\n\n\n\n

Harper, V. (1994). Multicultural perspectives in the classroom: Professional preparation for educational paraprofessionals. Action in Teacher Education<\/i>, XVI(3), 66-78.<\/p>\n\n\n\n

Palma, G. M. (1994). Toward a positive and effective teacher and paraprofessional relationship. Rural Special Education Quarterly, 13<\/i>(4), 46-48.<\/p>\n\n\n\n

Passaro, P. D., Pickett, A. L., Latham, G., & HongBo, W. (1994). The training ands support needs of paraprofessionals in rural and special education. Rural Special Education Quarterly, 13<\/i>(4), 3-9.<\/p>\n\n\n\n

Reinoehl, R.B., & Halle, J.W. (1994). Increasing the assessment probe performance of teacher aides through written prompts. Journal of the Association for Persons with Severe Handicaps, 19,<\/i> 32-42.<\/p>\n\n\n\n

Watkins, S., Clark, T., Strong, C., & Barringer, D. (1994). The effectiveness of an intervener model of services for young deaf-blind children. American Annals of the Deaf, 139<\/i> (4), 404-409.<\/p>\n\n\n\n

Wolery, M., Martin, C.G., Schroeder, C., Huffman, K., Venn, M.L., Holcombe, A., Brookfield, J., & Fleming, L. (1994). Employment of educators in preschool mainstreaming: A survey of general early educators. Journal of Early Intervention, 18<\/i>(1), 64-77.<\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/a>1993<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Clayton, T. (1993). From domestic helper to “assistant teacher”: the changing role of the British classroom assistant. European Journal of Special Needs Education, 8<\/i>(1), 32-44.<\/p>\n\n\n\n

Elrod, G. F., Insko, L., & Williams, L. (1993). A descriptive study of instructional assistants in rural and remote eastern Oregon: Implications for professional development. Rural Special Education Quarterly, 12 <\/i>(4), 22-30.<\/p>\n\n\n\n

Epanchin, B.C., & Wooley-Brown, C. (1993). A university-school district collaborative project for preparing paraprofessionals to become special educators. Teacher Education and Special Education, 16<\/i>(2), 110-123.<\/p>\n\n\n\n

French, N.K., & Cabell, E.A. (1993). Are community college programs for paraeducators feasible? Community College Journal of Reserach and Practice, 17<\/i>(2), 131-140.<\/p>\n\n\n\n

Jones, K.H., & Bender, W.N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14<\/i>, 7-14.<\/p>\n\n\n\n

Martella, R.C., Marchand-Martella, N.E., Macfarlane, C.A., & Young, K.R. (1993). Improving classroom behavior of a student with severe disabilities via paraprofessional training. British Columbia Journal of Special Education, 17,<\/i> 33-44.<\/p>\n\n\n\n

Storey, K., Smith, D.J., & Strain, P.S. (1993). Use of classroom assistants and peer-mediated intervention to increase integration in preschool settings. Exceptionality, 4<\/i>, 1-16.<\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/a>1992<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Blalock, G., Rivera, D., Anderson, K., & Kottler, B. (1992). A school district\/university partnership in paraprofessional training. LD Forum, 17<\/i>(3), 29-36.<\/p>\n\n\n\n

Fletcher-Campbell, F. (1992). How can we use an extra pair of hands? British Journal of Special Education, 19<\/i>(4), 141-143.<\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/a>1991<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Blalock, G. (1991). Paraprofessionals: Critical team members in our special education programs. Intervention in School and Clinic, 36, <\/i>200-214.<\/p>\n\n\n\n

Coufal, K.L., Steckelberg, A.L., & Vasa, S.F. (1991). Current trends in the training and utilization of paraprofessional in speech and language programs: A report on an eleven-state survey. Language, Speech, and Hearing Services in Schools, 22<\/i>, 51-59.<\/p>\n\n\n\n

Giangreco, M. F., Edelman, S., & Dennis, R. (1991). Common professional practices that interfere with the integrated delivery of related services. Remedial and Special Education, 12(2), 16-24. DOI: 10.1177\/074193259101200205<\/a><\/p>\n\n\n\n

Lamont, L. L.., & Hill, J. L. (1991). Roles and responsibilities of paraprofessionals in the regular elementary classroom. British Columbia Journal of Special Education, 15<\/i>(1), 1-24.<\/p>\n\n\n\n

Morehouse, J.A., & Albright,L. (1991). The training trends and needs of paraprofessionals in transition service delivery agencies. Teacher Education and Special Education, 14<\/i>(4), 248-256.<\/p>\n\n\n\n

<\/a><\/p>\n\n\n\n

<\/a>1990<\/h3>\n\n\n\n

Return to the top of the list.<\/a><\/em><\/p>\n\n\n\n

Glang, A., Gersten, R., & Singer, G. (1990). Computer-assisted video instruction in training paraprofessionals to teach brain-damaged clients. Journal of Special Education Technology, 10<\/i>(3), 137-46.<\/p>\n\n\n\n

Miramontes, O.B. (1990). Organizing for effective paraprofessional services in special education: A multilingual\/multiethnic instructional service model. Remedial and Special Education, 12, <\/i>29-36.<\/p>\n","protected":false},"excerpt":{"rendered":"

References 2024 Anderson, E.J., Brock, M.E. & Shawbitz, K.N. (2024). Training Paraeducators to Promote Communication Opportunities for Students with Complex Communication Needs. J Behav Educ. https:\/\/doi.org\/10.1007\/s10864-024-09548-6 Biggs, E. E., Bumble, …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":391,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-576","page","type-page","status-publish","hentry"],"acf":[],"yoast_head":"\nEVOLVE Plus: Selected Paraprofessional Resources - UVM Center on Disability & Community Inclusion (CDCI)<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cdci.w3.uvm.edu\/blog\/services\/completed-cdci-projects\/evolve-plus\/evolve-plus-selected-paraprofessional-resources\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"EVOLVE Plus: Selected Paraprofessional Resources - UVM Center on Disability & Community Inclusion (CDCI)\" \/>\n<meta property=\"og:description\" content=\"References 2024 Anderson, E.J., Brock, M.E. & Shawbitz, K.N. 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