Year: 2024
Type: article
Abstract: Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on paraprofessional practices and student outcomes. Qualitative analysis highlighted themes related to behavior strategies use, including 94 “other” strategies. Paraprofessionals across conditions reported use of a range of behavior management strategies and were more likely to use consequence‐based than antecedent‐based strategies (χ2 = 381; p < .001; df = 1). Coached paraprofessionals reported greater use of reminding or reinforcing classroom rules and praising for appropriate behavior than controls. No group differences in overall strategy use (χ2 = 1.20; p = .273; df = 1) or overall perceived effectiveness (t = −1.45; p = .149; df = 755) were found. Implications of findings for practice and research are presented.
Source: Psychology in the Schools
DOI: 10.1002/pits.23153
Institution: Rutgers, The State University of New Jersey
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
Estimated APC paid: $3,190
OpenAlex ID: W4391215464