Initially, the reinforcement criterion for all targeted skills was one 3-s interval (or one instance) of the skill with the paraprofessional
But we realized we could take advantage of the program we already had in place, using our existing resources to provide a rigorous course of study for paraprofessionals
who hoped to become regular classroom teachers.
Teaching directed learning experiences were operationally defined as structured lessons led by the teacher or paraprofessional
(e.g., circle time, whole group instruction, small group instruction).
She was a European American female with 2 years of experience as a paraprofessional
. Renee had earned a bachelor's degree in an unrelated field.
While the participants' legal status was scrutinized by some of her peers' racist nativist discourses, their valuable experiences as a paraprofessional
were also met with social stereotypes.
staff are the chief agents in customer service and frequently act as the interface with the customer.
One new skill was introduced weekly by the paraprofessional
along with review of previously learned skill(s) as indicated by the SST manual.
Several chapters are devoted to in-depth discussions of the many tasks needed by the paraprofessional
to perform well on the job.
This reader-friendly book begins by defining what an inclusive classroom is, describes the paraprofessional
training, and explains the roles a paraprofessional
The responsibilities of the paraprofessional
that are specifically outlined in the NCLB include one-on-one tutoring, assisting with classroom management, assisting in computer labs, conducting parental involvement activities, providing support in library or media centers, acting as translators, or providing instructional services (Section 1119[g][A]).
*About two-thirds of instructional paraprofessionals
were considered qualified under NCLB, but nearly one-third (28%) did not know their status or did not provide any response to the study question.
Giving consideration to the increasingly prominent role of paraprofessionals
in educational programming for students with disabilities, Giangreco, Edelman, Luiselli, and MacFarland (1997) have indicated that the close proximity of a paraprofessional
often interferes with peer interactions and relationships.