The Autism Society Event and Education Recordings Archive

Recently, a consideration inherent in the literature is that paraeducators have assumed an expansion of roles and responsibilities (Maggin et al., 2009). Paraeducators are requested to assist with behavior management, direct instruction, student progress monitoring and data collection (Maggin et al., 2009); however, research indicates that most paraeducators lack the necessary training to carry out basic instruction and behavioral duties in the classroom (Dowing et al., 2000). While paraeducators bring diverse background experiences to the job, most enter the classroom having no experience with school-related settings (Carlson et al., 2002). The lack of experience and training results in students with the most complex needs being serviced by adults with the least preparation (Maggin et al., 2009).

The Individuals with Disabilities Education Act requires paraeducators to be appropriately trained and supervised to assist in related services for students with autism (IDEA, 2004), and research shows that paraeducators receive most of their training directly from classroom teachers (French, 2001). While the most useful format for training has been found to be on-the-job experience (Morgan et al., 1998), few teachers have received training in supervising or providing training to other adults. Teachers lack the preparation to supervise paraeducators who work alongside students with disabilities (Salzberg & Morgan, 1995). Formal supervision and feedback practices should be established in classroom settings to facilitate adult competencies, and the focus should be placed on developing the collaborative skills of the classroom team (Morgan et al., 1998).

This poster will present a collaboration model that can be applied by special education teachers in an effort to shape best practices of paraeducators and classroom staff. The collaborative process will include an emphasis on enhancing the effectiveness of professionals so that students with autism benefit.

The poster will present research supporting the idea that behavioral and academic interventions can be maximized when training and support are provided to classroom staff (Steege, Davin, & Hathaway, 2001). Lead teachers need to consistently offer professional collaboration and staff development within their classrooms in an effort to refine and maintain best practices. Staff meetings should be conducted one morning per week to offer support from colleagues while providing the opportunity for training and feedback.

This poster will present feasible suggestions for use during collaborative meetings, such as setting ground rules, creating job descriptions and modeling best practices in teaching.

When developing an academic or behavioral intervention for a student with autism, classroom staff should come together during a morning meeting to define challenging behaviors and discuss instructional methods. After planning instruction, treatment acceptability and integrity discussions and checklists should be used to ensure that all staff members are comfortable and are applying procedures with consistency.

The poster session will present user-friendly treatment acceptability and integrity checklists for the professional collaboration process. The collaboration model presented in the poster session will enable classroom teams to provide feedback and support to each other in an attempt to strengthen academic instruction and behavioral interventions for students with autism.