A Systematic Review of Paraprofessional-Delivered Educational Practices to Improve Outcomes for Students with Intellectual and Developmental Disabilities

• Published in: Research and practice for persons with severe disabilities Vol. 38; no. 4; pp. 211 - 221
• Main Authors: Brock, Matthew E., Carter, Erik W.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.12.2013
• Subjects: Behavior Problems; Communication Skills; Developmental Disabilities; Disabilities; Educational Practices; Educational Strategies; Elementary Secondary Education; Mental Retardation; Outcomes of Treatment; Paraprofessional School Personnel; Pervasive Developmental Disorders; Program Effectiveness; Program Implementation; Severe Disabilities; Student Improvement; developmental disabilities; paraprofessionals; literature review; autism spectrum disorder; professional development; intellectual disability
• ISSN: 1540-7969; 2169-2408
• DOI: 10.1177/154079691303800401

The involvement ofparaprofessionals in the education of students with intellectual and developmental disabilities (IDD) has been both complex and controversial. Many scholars and advocates have raised concerns about the roles these staff members play in schools and the degree to which there is empirical support for their direct work with students. We conducted a systematic review of the literature to address two primary questions: To what extent have paraprofessional-implemented educational practices been shown to improve outcomes for elementary and secondary students with IDD, and what professional development strategies enable paraprofessionals to implement these strategies with fidelity? These studies indicate paraprofessionals, when given adequate training, are capable of effectively implementing a number of educational practices that result in improved academic and social outcomes, specifically, teaching communication skills, reducing problem behaviors, and increasing independence for students with IDD. Follow-up training and support, modeling, and performance feedback were prominent training components across most studies in this review and are validated in the broader research literature. However, limitations leave many questions unanswered about how to best train and support paraprofessionals. We discuss recommendations for preparing paraprofessionals who work with students with IDD, as well as future directions for research.