Paraprofessional perceptions about and use of behavior strategies in elementary schools

Bibliographic Data

ID21376476
AuthorsNicole B Wiggs (0000-0002-5417-5864, Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA, corresponding author), Todd A Glover (0000-0001-7100-8139, Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA), Linda A Reddy (0000-0001-8314-2810, Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA), Briana Bronstein (0000-0003-0040-3574, Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA), Christopher M Dudek (0000-0002-8338-4489, Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA), Alexander Alperin (0000-0002-5872-1076, Graduate School of Applied and Professional Psychology Rutgers, The State University of New Jersey Piscataway New Jersey USA)
Year2024
Volume61
Issue5
Pages2100-2114
Publication date2024-05-01
Open AccessYes
TypeARTICLE
VenuePsychology in the Schools (JOURNAL)
Journal identifiersISSN: 0033-3085 • E-ISSN: 1520-6807
PublisherWiley (PUBLISHER • GB)
DOI10.1002/pits.23153
OpenAlexW4391215464
LanguageEN
References cited24

Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on paraprofessional practices and student outcomes. Qualitative analysis highlighted themes related to behavior strategies use, including 94 “other” strategies. Paraprofessionals across conditions reported use of a range of behavior management strategies and were more likely to use consequence‐based than antecedent‐based strategies ( χ 2 = 381; p χ 2 = 1.20; p = .273; df = 1) or overall perceived effectiveness ( t = −1.45; p = .149; df = 755) were found. Implications of findings for practice and research are presented

Developmental psychology · Mathematics education · Perception · Primary education · Behavioral and Psychological Studies · Collaborative Teaching and Inclusion · Family and Disability Support Research · Psychology

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Open DOIOpen Access