Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms

Grube-Benson, Nicole

Grube-Benson, N. (2024). Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms.

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Title	Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms
Abstract	This study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school district, assessed historical data. Using a pretest/posttest quasi-experimental design, thirty-five first-year paraprofessionals underwent structured training across three modules. Results demonstrated significant knowledge gains: Module One saw a 14% increase, Module Two a 16% increase, and Module Three an 8% increase. These findings underscore the importance of targeted professional development in enhancing paraprofessionals' effectiveness in ABA-based classrooms for students with ASD.
Date	2024

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Title: Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms
Author: Grube-Benson, Nicole
Abstract: This study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school district, assessed historical data. Using a pretest/posttest quasi-experimental design, thirty-five first-year paraprofessionals underwent structured training across three modules. Results demonstrated significant knowledge gains: Module One saw a 14% increase, Module Two a 16% increase, and Module Three an 8% increase. These findings underscore the importance of targeted professional development in enhancing paraprofessionals' effectiveness in ABA-based classrooms for students with ASD.
Advisor: Mild, Toni
Committee Members: Rineer-Hershey, Ashlea
Ferguson, Tyler
Date Issued: 2024
Degree Granting Institution: Slippery Rock University of Pennsylvania
College of Education
Special Education
Degree Name: Degree of Doctor of Education (Ed. D.)
Degree Level: Doctorate Degree
Degree Discipline: Special Education
Genre: Dissertation/Thesis
Topics: Teachers' assistants -- Training of -- United States
Behavior therapists -- Training of -- United States
Autistic children -- Education -- United States
Copyright Statement: The copyright to this item is owned by the author and falls under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License. (https://creativecommons.org/licenses/by-nc-nd/4.0/)