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The Power of the Paraprofessional: Investigating Self-Efficacy and the Importance of Ongoing Professional Development
By April Hill, School of Education, Leadership, and Public Service, Northern Michigan University; Maria B. Peterson, University of Cincinnati; Randa G. Kelly, Texas Woman's University;...
A Comparison of Teaching Efficacy Between Paraprofessionals and Special Education Teachers Working with Special Education Students
By Cristhian C. Altamirano, Rutgers University; Dake Zhang, Rutgers University Issue: Winter 2024 DOI: 10.64546/jaasep.546 A paraprofessional can be defined as an educator who regularly...
Paraeducators: An Important Member of Educational Team for Students with Disabilities
By Sarah N. Douglas, Michigan State University; Ryan P. Bowles, Michigan State University; Rebecca Kammes, Michigan State University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.494 Educational outcomes...
Applying Empathy Curriculum to Enhance the Role of the Paraprofessional for Students with Multiple Disabilities
By Christopher Russel, CUNY, Queens College; Soribel Genao, CUNY, Queens College Issue: Fall 2021 DOI: 10.64546/jaasep.473 The role of the paraprofessional in providing educational supports...
Where is the Paraeducator Content in Introductory Special Education Textbooks?
By Sarah N. Douglas, Michigan State University; Denise J. Uitto, (retired faculty) University of Akron Wayne College; Sophia D'Agostino, Hope College Issue: Fall 2021 DOI:...
Insights Gained from Special Education Pre-Service Teachers Interviewing Paraprofessionals
By Rob Schulze, Northern Vermont University Issue: Fall 2020 DOI: 10.64546/jaasep.436 Paraprofessionals are an important component of education, but tend to have ill-defined roles, poor...
Perspectives on Current Practices and Barriers to Training for Paraeducators of Students with Autism in Inclusive Settings
Emily Eyrolles Sobeck, Ph. D Franciscan UniversityRachel Robertson, Ph.D., BCBA-D University of Pittsburgh Abstract Both the No Child Left Behind (NCLB) legislation and the Least...
Perspectives on Current Practices and Barriers to Training for Paraeducators of Students with Autism in Inclusive Settings
By Emily Eyrolles Sobeck, Franciscan University; Rachel Robertson, University of Pittsburgh Issue: Winter 2019 DOI: 10.64546/jaasep.389 Abstract Both the No Child Left Behind (NCLB) legislation...
What Factors Contribute to Self-Efficacy
By Hildy Straus, Fordham University; Rhonda Bondie, Fordham University Issue: Fall 2015 DOI: 10.64546/jaasep.282 Paraeducators are an integral part of special education classrooms and help...
One-to-one in the Inclusive Classroom: The Perspectives of Paraeducators Who Support Adolescents with Autism Spectrum Disorder
By Christopher Healy, University of Maine at Orono Issue: Winter 2011 DOI: 10.64546/jaasep.132 “Should I follow him into the student bathroom?” I remember a perplexed...
Positive Behavioral Strategies for Students with EBD and Needed Supports for Teachers and Paraprofessionals
By Twila Lukowiak, Bradley University Issue: Winter 2010 DOI: 10.64546/jaasep.94 Abstract This article reveals the findings of a multiple case study that demonstrates the behavioral...
No Child Left Behind and Paraprofessionals: Are They Perceived To Be Highly Qualified?
By Heather G. Nelson, Counseling Psychology and Special Education Department Brigham Young University; Betty Y. Ashbaker, Counseling Psychology and Special Education Department Brigham Young University;...