EFFICACY OF PARAPROFESSIONAL BEHAVIOR SUPPORT COACHING FOR ELEMENTARY SCHOOL STUDENTS WITH EXTERNALIZING BEHAVIOR DISORDERS

Project Details

Description

The purpose of this project is to test the efficacy of the Behavior Support Coaching for Paraprofessionals (BSC-P) model for improving classroom intervention practices and behavioral and academic outcomes for elementary school students with or at risk for externalizing behavior disorders. Although paraprofessionals play a substantial role in providing classroom-based behavioral interventions for students, they often receive very little training or job-embedded support in behavior management. Given the challenges of providing adequate support to students with externalizing behavior disorders and their risk for negative outcomes (e.g., poor academic performance, drop-out, juvenile delinquency), there is a significant need to identify effective models for supporting these students and the professionals who work with them. Thus, the purpose of the current project is to test the efficacy of the BSC-P coaching model for supporting paraprofessionals in the implementation of data-driven intervention supports and subsequently improving the behavioral and academic outcomes of students with or at risk for externalizing behavior disorders. The researchers will conduct a randomized control trial to test the impact of the BSC-P coaching model on paraprofessionals and their students with or at risk for externalizing behavior disorders. Paraprofessionals will receive training and coaching on how to screen students for academic or behavioral difficulties, identify students' behavioral needs, match students' needs to research-based interventions, and monitor students' response to intervention. The researchers will examine the impact of the BSC-P coaching model on paraprofessional and student outcomes; potential moderating effects of coaching fidelity, paraprofessional-teacher relationship, and coaching acceptability on improvements in paraprofessional practices; and potential mediating effects of paraprofessional practices and teacher behavior management practices on the impact of the BSC-P coaching model on student outcomes. Products include evidence for the efficacy of the BSC-P coaching model for improving paraprofessional practices and subsequent student behavioral and academic outcomes; peer-reviewed publications; and presentations.
StatusFinished
Effective start/end date7/1/186/30/19

Funding

  • Institute of Education Sciences (IES)

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