The Power of the Paraprofessional: Investigating Self-Efficacy and the Importance of Ongoing Professional Development

Schools across the country rely heavily on paraeducators to support the delivery of special education services for students with disabilities (SWDs), employing nearly 470,000 paraeducators to support the academic, social, and behavioral development of students (Fisher & Pleasants, 2012; U.S. Department of Education, 2021). Although prior research shows that paraeducators can implement high-impact strategies with fidelity when provided experiential training or coaching, paraeducators often lack formal training in implementing evidence-based practices (Borosh et al., 2023). Although the Individuals with Disabilities Education Act (IDEA) permits appropriately trained and supervised paraprofessionals to assist in providing special education and related services in accordance with state requirements, it does not prescribe the breadth, frequency, and rigor of such training and supervision (IDEA, 2004). In fact, previous studies with paraeducators, teachers, and administrators indicate the type and amount of training paraeducators receive to support students with disabilities is often inadequate, and in some cases nonexistent (Mason et al., 2021; Sobeck & Robertson, 2019; Wiggs et al., 2021; Zobell & Hwang, 2020). Students with significant support needs may receive support from paraprofessionals who have had limited preparation to implement evidence-based practices (Carter et al., 2009; Fisher & Pleasants, 2012; Riggs & Mueller, 2001).