Matthew E. Brock|Erik W. Carter
Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements
The Ohio State University|Vanderbilt University
although peer support arrangements promising strategy promote inclusion general education classrooms previous studies addressed paraprofessionals might implement strategy typical circumstances without extensive researcher involvement singlecase design study four special education teachers trained supported four paraprofessionals implement peer support arrangements delivery professional development package consisting initial orientation video modeling brief coaching performance feedback teachers implemented professional development accurately paraprofessionals implemented peer support arrangements fidelity three four middle school students severe disabilities increased social interactions peers maintaining previous levels academic engagement findings suggest possible avenue equipping paraprofessionals implement peer support arrangements recommendations preparing teachers train support paraprofessionals implement intervention strategies offered along directions future research