Paraprofessionals’ Perceptions of Behavior Problems in Elementary School Classrooms

• Published in: The Journal of special education Vol. 55; no. 3; pp. 153 - 162
• Main Authors: Bronstein, Briana, Breeden, Nicole, Glover, Todd A., Reddy, Linda A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-11-2021; SAGE PUBLICATIONS, INC; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Aggression; Aggressiveness; At Risk Students; Attitudes; Behavior Problems; Classification; Classrooms; Coaching (Performance); Compliance (Psychology); Elementary School Students; Elementary schools; Interaction; Intervention; Noncompliance; Paraprofessional School Personnel; Paraprofessionals; Perceptions; Refusal; Staff Development; Student Behavior; Student Needs; Time on Task; Training; Verbal aggression; Verbal interactions; behavior management; disruptive behavior disorders; behavior; paraprofessionals
• ISSN: 0022-4669; 1538-4764
• DOI: 10.1177/0022466920961085

Paraprofessionals are increasingly being hired to support students with special needs in schools and are key implementers of behavior interventions for students. However, research is limited on how paraprofessionals perceive the management of student behavior. Using a mixed-methods design approach, the current investigation assesses paraprofessionals’ perceptions of common student behavior problems in elementary school classrooms. Results indicate coached paraprofessionals had a greater likelihood of reporting operationally defined behavior concerns than those in a control group. A qualitative constant comparative method of analysis of paraprofessionals’ behavior reports revealed themes of disruptive academic behaviors (off task, peer/verbal interactions, physical interference), aggressive behaviors (physical aggression toward people/objects, verbal aggression), noncompliance (physical/verbal refusal), and “other” behaviors (unclear/opposite or positive actions). Implications for practice and future research are discussed.