Supporting Paraeducators and their Use of Active Supervision at Recess: An Exploratory Study

• Published in: Teacher education and special education Vol. 47; no. 3; pp. 185 - 202
• Main Authors: Kern, Laura, Simonsen, Brandi, Sugai, George, Freeman, Jennifer, Lewis, Timothy J., Chafouleas, Sandra M.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.08.2024; SAGE PUBLICATIONS, INC
• Subjects: Behavior problems; Fidelity; Paraprofessional School Personnel; Prevention; Self Management; Selfmanagement; Student Needs; Supervision; Training; research methods; teacher preparation policy/service delivery; positive behavior supports; teacher self-efficacy; teacher learning; paraeducators; professional development; teacher preparation practices and outcomes; single-subject research
• ISSN: 0888-4064; 1944-4931
• DOI: 10.1177/08884064241234631

Schools have increasingly relied on paraeducators in elementary settings to help address student needs. Research demonstrates that simple prevention strategies, like active supervision (e.g., moving, scanning, interacting), can reduce problem behavior in areas where paraeducators are assigned; however, less is known about how to best support paraeducators in implementing these practices. For this study, four paraeducators participated in a brief training on recess active supervision and then engaged in self-management by filling out a checklist and direct behavior ratings (DBRs). Using a multiple baseline across participants design, we introduced the intervention to participants in a randomly assigned order and examined effects, fidelity, and social validity. Results suggest that training and self-management may lead to changes in the interacting behavior of active supervision at recess with more frequent prompting and praising by the paraeducators. Despite limitations, this exploratory study has implications for schools and researchers.