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References
2024
Walker, V. L., Coogle, C., Mickelson, A., & Masud, A. B. (2024). Paraeducator Perspectives on Supporting Students With Autism Spectrum Disorder: Implications for Improving Paraeducator Training and Supervision. Focus on Autism and Other Developmental Disabilities, Advance online publication. https://doi.org/10.1177/10883576241232887
2023
Fingerhut, J., Reddy, L. A., Dudek, C., Bronstein, B., & Elliot, A. (2023) Classroom paraprofessional and teachers serving students with disruptive behaviors: A study of professional relationships. Exceptionality. Advance online publication. https://doi.org/10.1080/09362835.2023.2271588
Hall, S., and Webster, R. (2023): ‘It’s properly changed, and I think it’s going to continue.’ How the pandemic and the cost of living crisis remade the teaching assistant role. Pastoral Care in Education. https://doi.org/10.1080/02643944.2023.2271483
Ktenidis, A. (2023). Stories of Surveillance and Resistance: Young People with Dwarfism and Teaching Assistants in Secondary Schools in the United Kingdom. Journal of Disability Studies in Education (published online ahead of print 2023). https://doi.org/10.1163/25888803-bja10024
Opoku, M.P., Mustafa, A., Anwahi, N., Alkatheeri, F., Alsuwaidi, N., Alqutaiti, A., Belbase, S. (2023). Working as teacher assistants/aides in schools: understanding experiences in an Arabian context using the wider pedagogical role model. Cogent Education. https://doi.org/10.1080/2331186X.2024.2319450
Zhenzhen, Z., Weixhao, X., Lei, W., Chunling, L.. (2023). Teaching assistant roles in supporting students with intellectual and developmental disabilities in Chinese primary classrooms: divergent expectations among general education teachers and teaching assistants. International Journal of Developmental Disabilities. https://doi.org/10.1080/20473869.2024.2321403
2022
Carter, M., Webster, A., & Stephenson, J. (2022). Perceptions of importance and reported frequency of instruction of self-determination by teaching assistants in New South Wales schools. Australasian Journal of Special and Inclusive Education. https://doi.org/10.1017/jsi.2021.24
Coogle C. G., Walker V. L., Ottley J., Allan D., & Irwin D. (2022). Paraprofessionals’ perceived skills and needs in supporting students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 37(4), 227–238. https://doi.org/10.1177/10883576211073699
Lockman Turner E., & Curran Mansouri M. (2022). Tips for special education teachers to create effective partnerships with paraprofessionals. Inclusive Practices, 1(3), 97–105. https://doi.org/10.1177/27324745221074411
Morin, Kristi L., Nowell, S., Steinbrenner, J. (2022). A survey of the experiences of paraprofessionals with roles, training, and communication when working with students with autism. Focus on Autism and Other Developmental Disabilities. https://doi.org/10.1177/10883576211066897
Nover, C.H., Farrell, A. (2022). Trauma-informed paraeducator training in the United States. Education and Treatment of Children.
Reddy, L.A., Glover, T.A., Dudek, C.M., Alperin, A., Wiggs, N.B., Bronstein, B. (2022). A randomized trial examining the effects of paraprofessional behavior support coaching for elementary students with disruptive behavior disorders: paraprofessional and student outcomes. Journal of School Psychology. https://doi.org/10.1016/j.jsp.2022.04.002
Slezáková, K., Kissová, L., Felcmanová, L. (2022). When policy clashes with practice: The case of teaching assistants in the Czech Republic. Journal of Pedagogy. https://doi.org/10.2478/jped-2022-0009
Swenson, Tim G., Haegele, J. (2022). Examining the role clarity, ability, and training needs of paraeducators supporting students with disabilities in physical education settings. The Physical Educator. https://doi.org/10.18666/TPE-2022-V79-I1-10738
Turner, Elissa L., Mansour, C. (2022). Tips for special education teachers to create effective partnerships with paraprofessionals. Inclusive Practices. https://doi.org/10.1177/27324745221074411
Zakai-Maschiash, Mati. (2022) Autistic students speak about their experience with their one-to-one teaching assistants in general high schools. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2024.2343073
2021
Ampuero, M. & Robertson, R. (2021). Improving Paraeducator Mand Training for Students with Autism Spectrum Disorder through a Brief Performance Feedback Intervention. Education and Treatment of Children. http://doi.org/10.1007/s43494-021-00068-w
Brock M. E., & Anderson E. J. (2021). Training paraprofessionals who work with students with disabilities: What does the research say? Psychology in the Schools, 58(4), 702–722. https://doi.org/10.1002/pits.22386
Brock M. E., Barczak M. A., Anderson E. J., & Bordner-Williams N. M. (2021). Efficacy of tiered training on paraeducator implementation of systematic instructional practices for students with severe disabilities. Exceptional Children, 87(2), 217–235. https://doi.org/10.1177/0014402920947641
Fischer, T., Sindelar, P. T., Kramer II, D. (2021). Are paraprofessionals being hired to replace special educators? A study of paraprofessional employment. Exceptional Children. https://doi.org/10.1177/00144029211062595
Fritzsche, B. & Köper, A. (2021). (Para-)professionalism in dealing with structures of uncertainty: A cultural comparative study of teaching assistants in inclusion-oriented classrooms. Disability & Society. https://doi.org/10.1080/09687599.2020.1867068
Giangreco, M. F. (2021). Maslow's hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), 278-293. https://doi.org/10.1080/08856257.2021.1901377
Gregori, E., Rispoli, M. J., Lory, C., Kim, S. Y., & David, M. (2021). Effects of teachers as coaches for paraprofessionals implementing functional communication training. Journal of Positive Behavior Interventions. https://doi.org/10.1177/1098300720983538
Jackson, C., Sharma, U., Odier-Guedj, D., & Deppeler, J. (2021). Teachers’ Perceptions of Their Work with Teacher Assistants: A Systematic Literature Review. Australian Journal of Teacher Education, 46(11). http://dx.doi.org/10.14221/ajte.2021v46n11.5
Mason R. A., Gunersel A. B., Irwin D. W., Willis H. P., Gregori E., An Z. G., & Ingram P. B. (2021). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education, 44(2), 97–116. https://doi.org/10.1177/0888406419896627
Massafra A., Gershwin T., & Gosselin K. (2020). Policy, preparation, and practice . . . Oh my! Current policy regarding the paraprofessional role and preparation for working with students with disabilities. Journal of Disability Policy Studies, 31(3), 164–172. https://doi.org/10.1177/1044207320920004
Sobeck E. E., Chopra R., Uitto D., Douglas S., & Morano S. (2021). Paraeducator supervision in pre-service teacher preparation programs: Results of a national survey. Psychology in the Schools, 58(4), 669–685. https://doi.org/10.1002/pits.22383
Walker V. L., Coogle C., Lyon K. J., & Turf M. (2021). A meta-analytic review of paraprofessional-implemented interventions for students with autism spectrum disorder. Psychology in the Schools, 58(4), 686–701. https://doi.org/10.1002/pits.22380
2020
Alperin, A., Reddy, L. A., Glover, T. A., Breeden, N., Dudek, C., & Regan, P. (2020) Behavior support coaching for a paraprofessional working with first-grade students exhibiting disruptive behavior problems in an urban high-poverty elementary school. Clinical Case Studies. https://doi.org/10.1177/1534650120935197
Brock, M. E., & Anderson, E. J. (2020) Training paraprofessionals who work with students with intellectual and developmental disabilities: What does the research say? Psychology in the Schools, 1-21. https://doi.org/ 10.1002/pits.22386
Brock, M. E. Barczak, M. A., Anderson, E. J., & Border-Williams, N. M. (2020). Efficacy of tiered training on paraeducator implementation of systematic instructional practices for students with severe disabilities. Exceptional Children. Advance online publication. http://doi.org/10.1177/0014402920947641
Brock, M. E., Barczac, M. A., & Dueker, S. A. (2020). Effects of delayed video-based feedback and observing feedback on paraprofessional implementation of evidence-based practices for students with severe disabilities. Focus on Autism and Other Developmental Disabilities. Advance online publication. http://doi.org/10.1177/1088357620902492
Brock, M. E., Barczac, M. A., & Dueker, S. A. (2020). Randomized Evaluation of Group Training for Paraprofessionals to Implement Systematic Instruction Strategies With Students With Severe Disabilities. Teacher Education and Special Education. Advance online publication. http://doi.org/10.1177/0888406420923769
Bronstein, B., Breeden, N., Glover, T. A., Reddy, L. A. (2020). Paraprofessionals’ perceptions of behavior problems in elementary school classrooms. Journal of Special Education. Advance online publication. http://doi.org/10.1177/0022466920961085
Chan, E. S. S., Ho, S. K, Ip, F. F. L., & Wong, M., W. Y. (2020). Self-efficacy, work engagement, and job satisfaction among teaching assistants in Hong Kong’s inclusive education. SAGE Open. DOI: 10.1177/2158244020941008
Franz, R., Douglas, S., Meadan, H., Sands, M., Bhana, N., & D’Agostino, S. (2020). Exploring the professional development needs of early childhood paraeducators and supervising teachers. Topics in Early Childhood Education. Advance online publication. http://doi.org/10.1177/0271121420921237
Kaiser, L., Potvin, M. C., & Beach, C. (2020). Sensory-Based Interventions in the School Setting: Perspectives of Paraeducators. The Open Journal of Occupational Therapy, 8(3), 1-11. DOI: 10.15453/2168-6408.1615. Retrieved from Scholarworks.
Koshak, E. A. (2020). Teaching assistants: Roles, cooperative working, training, benefits and challenges (PDF). Journal of University Studies for inclusive Research, 1(3), 45-59.
Lederer, J., Breyer, C., & Gasteiger-Klicpera, B. (2020). Concept of knowledge boxes – a tool for professional development for learning and support assistants. Improving Schools. Advance online publication. DOI: 10.1177/1365480220950568
Majerus, C., & Taylor, D. M. (2020). Elementary music teachers’ experiences training and collaborating with paraprofessionals. Update: Applications of Research in Music Education. Advance online publication. DOI: 10.1177/8755123320935635
Mason, R. A., Gunersel, A. B., Irwin, D. W., Willis, H. P., Gregori, E., An, Z. G., & Ingram, P. B. (2020). From the frontlines: Perceptions of paraprofessionals’ roles and responsibilities. Teacher Education and Special Education. Advance online publication. DOI: 10.1177/0888406419896627
Mason, R. A., Willis, H. P., Irvin, D., Jia, F., Kamps, D. M. (2020). Ecobehavioral assessment of paraeducator behaviors that support engagement of students with disabilities, Exceptional Children. Advance online publication. DOI: 10.1177/0014402919893693
Morrissey, B. (2020). Vehicle for inclusion or costly illusion? A critical policy analysis of the Special Needs Assistant scheme in Ireland, British Journal of Special Education. Advance online publication. DOI: 10.1111/1467-8578.12330
Reddy, L. A, Alperin, A., & Glover, T. A. (2020). A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders, Psychology in the Schools. Advance online publication. DOI: 10.1002/pits.22381
Rosenberg, N. E., Artman-Meeker, K., Kelly, E., & Yang, X (2020). The Effects of a Bug-in-Ear Coaching Package on Implementation of Incidental Teaching by Paraprofessionals in a K-12 School. Journal of Behavioral Education. Advance online publication. DOI: 10.1007/s10864-020-09379-1
Walker, V. L., Carpenter, M. E., Lyon, K. J., & Button, L. (2020). A meta-analysis of paraprofessional-delivered interventions to address challenging behavior among students with disabilities, Journal of Positive Behavior Interventions. Advance online publication. DOI: 10.1177/1098300720911147
Walker, V. L., Douglas, S. N., Douglas, N., D’Agostino, S. R. (2020). Paraprofessional-implemented systematic instruction for students with disabilities: A systematic literature review. Education and Training in Autism and Developmental Disabilities, 55(3), 303-317.
Wiggs, N. B., Reddy, L. A., Glover, T. A., Dudek, C. M., Alperin, A., & Regan, P. (2020) Behavior support coaching for paraprofessionals and students with externalizing behavior disorders: A case study in a high-poverty elementary school, Journal of Applied School Psychology. Advance online publication. DOI: 10.1080/15377903.2020.1821272
Yates, P. A., Chopra, R. V., Sobeck, E. E., Douglas, S. N., Morano, S., Walker, V. L., & Schulze, R. (2020). Working with paraeducators: Tools and strategies for planning, performance feedback, and evaluation. Intervention in School and Clinic. Advance online publication. DOI: 10.1177/1053451220910740.
2019
Bertuccio, R. F., Runion, M. C., Culler, E. D., Moeller, J. D., Hall, C. M. (2019). A comparison of autism-specific training outcomes for teachers and paraeducators. Teacher Education and Special Education. Advance online publication. DOI: 10.1177/0888406419839771.
Biggs E. E., Gilson C. B., & Carter E. W. (2019). “Developing that balance”: Preparing and supporting special education teachers to work with paraprofessionals. Teacher Education and Special Education, 42(2), 117–131. https://doi.org/10.1177/0888406418765611
Butler, P. (2019). Understanding the invisible workforce: Education support personnel’s roles, needs and the challenges they face. City TBD: Education International. View Butler (2019) (PDF).
Chopra, R. V., & Giangreco, M. F. (2019). Effective use of teacher assistants in inclusive classrooms. In M. Schuelka, C. Johnstone, G. Thomas, & A. Artiles (Eds.), The SAGE handbook on inclusion and diversity in education (pp. 193-207). Sage. DOI: 10.4135/9781526470430.n18
Clarke, E. (2019) Paint pot washers or pedagogues? Is gender an issue for teaching assistants?, Educational Review, Advance online publication. DOI: 10.1080/00131911.2018.1559800.
Cole-Lade, G. M. & Bailey, L. E. (2019). Examining the role of paraeducators when supporting children with complex communication needs: A multiple case study. Teacher Education and Special Education. Advance online publication. DOI:10.1177/0888406419852778
Council, M. R., Gardner, R.,Cartledge. G., & Telesman, A. O. (2019) Improving reading within an urban elementary school: Computerized intervention and paraprofessional factors, Preventing School Failure: Alternative Education for Children and Youth. Advance online publication. DOI: 10.1080/1045988X.2018.1540392.
Douglas, S. N., Uitto, D. J., Reinfelds, C. L., & D’Agostino, S. (2019). A systematic review of paraprofessional training materials, Journal of Special Education, 52(4) 195 - 207. DOI:10.1177/0022466918771707.
Frantz, R., Hansen, S. G., Erturk, B., Machalicek, W., Squires, J., & Raulston, T. J. (2019). Play to teach: Coaching paraeducators to facilitate communication in the preschool classroom. American Journal on Intellectual and Developmental Disabilities, 124(6),497-510. DOI: 10.1352/1944-7558-124.6.497.
Fritzsche, B. & Köpfer, A. (2019). (Para-)professionalism in dealing with structures of uncertainty -- a cultural-comparative study of teaching assistants in inclusion-oriented classrooms. Disability & Society, 37(6), 972-992. DOI: 10.1080/09687599.2020.1867068.
Jimenez, B. A. & Barron, T. (2019). Learner-centered professional development: A model to Increase inclusion for students with moderate intellectual disability. Inclusion, 7(2), 125-139. DOI: 10.1352/2326-6988-7.2.125
Lerman, D. C., Luck, K. M., Smothermon, S., Hey, B. A., Custer, T., & Smith L. D. (2019). Training of paraprofessionals by their classroom teachers: A descriptive evaluation of pyramidal training outcomes. Journal of Behavioral Education. Advance online publication. DOI: 10.1007/s10864-019-09341-w
Martin, A. J., Strnadová, I., Němec, Z., Hájková, V., & Květoňová, L. (2019). Teacher assistants working with students with disability: The role of adaptability in enhancing their workplace wellbeing, International Journal of Inclusive Education. Advance online publication. DOI: 10.1080/13603116.2018.1563646.
Rose, R., & Shevlin, M. (2019). Support provision for students with Special Educational Needs in Irish Primary Schools. Journal of Research in Special Educational Needs. Advance online publication. DOI: 10.1111/1471-3802.12465.
Sobeck, E. E., Robertson, R., & Smith, J. (2019). The effects of didactic instruction and performance feedback on paraeducator implementation of behavior support strategies in inclusive settings. Journal of Special Education. Advance online publication. DOI: 10.1177/0022466919858989
Sobeck E. E., & Robertson R. (2019). Perspectives on current practice and barriers of paraeducator training for individuals who work with students with autism in inclusive settings. Journal of the American Academy of Special Education Professionals, 131–159.
Suter, J. C., Giangreco, M. F., & Bruhl, S. A. D. (2019). Special education personnel absences in inclusion-oriented schools: Implications for building effective service delivery models. Remedial and Special Education. Advance online publication. DOI: 10.1177/0741932519865617
van Bysterveldt, A., Westerveld, M., & Garvis, S. (2019). Parents’ and teacher aides’ perceptions and expectations of the language and communication abilities of children with Down syndrome. Speech, Language, and Hearing, 22(3), 160-171. DOI: 10.1080/2050571X.2018.1515288
Walker, V. L., Douglas, K. H., & Brewer, C. (2019). Teacher-delivered training to promote paraprofessional implementation of systematic instruction. Teacher Education and Special Education. Advance online publication. DOI: 10.1177/0888406419869029
Wills, H. P., Mason, R., Gregori, E., & Veatch, M. (2019). Effects of self-monitoring on the praise rates of paraprofessionals for students with emotional and behavioral disorders, The Elementary School Journal. Advance online publication DOI: 10.1086/703177.
Yates, P., Chopra, R.V., Douglas, S., Walker, V., Schulze, R., Sobeck, E. & Morano, S. (November 2019). Preparing teachers for effective paraeducator supervision (PDF). Council for Exceptional Children, Division of Teacher Education (Issue 3).
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2018
Biggs, E. E., Gilson, C. B., & Carter, E. W. (2018). “Developing that balance”: Preparing and supporting special education teachers to work with paraprofessionals. Teacher Education and Special Education. Advance online publication. DOI: 10.1177/0888406418765611.
Bosanquet, P., & Radford, J. (2018). Teaching assistant and pupil interactions: The role of repair and topic management in scaffolding learning. British Journal of Educational Psychology. Advance online publication. DOI: 10.1111/bjep.12231.
Butt, R. (2018). 'Pulled in off the street' and available: What qualifications and training do teacher assistants really need? International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2017.1362478.
Chopra, R.V., Carroll, D., & Manjack, S. (2018). Utilizing Paraeducators: Issues and Strategies for Supporting Students with Disabilities in Arts Education. In J. B. Crockett & S. M. Malley, Handbook of Arts Education and Special Education, (pp. 105-128). New York: Routledge.
Farr, J. (2018). Between a rock and a hard place: the impact of the professionalization of the role of the teaching assistant in mainstream school physical education in the United Kingdom. Sports in Society, 21, 106-124. doi:10.1080/17430437.2016.1225826.
Fasnerová, M. & Stolinská, D. P. (2018). Impact of teaching assistants on children’s adaptation to the school environment. Journal of Exceptional People, 13, 85-100.
Haegele, J. A., Sato, T., Zhu, X., & Kirk, T, N. (2018). Paraeducator support in integrated physical education as reflected by adults with visual impairments. Adapted Physical Activity Quarterly, 36(1), 91-108. doi: 10.1123/apaq.2018-0063.
Hendrix, N. M., Vancel, S. M., Bruhn, A. L., Wise, S., & Kang, S. (2018) Paraprofessional support and perceptions of a function-based classroom intervention, Preventing School Failure: Alternative Education for Children and Youth. Advance online publication. doi: 10.1080/1045988X.2018.1425974.
Irvin, D. W., Ingram, P., Huffman, J., & Wills. H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision, Research in Developmental Disabilities, 73, 106-114. doi: 10.1016/j.ridd.2017.12.013.
Kerins, P., Casserly, A. M., Deacy, E., Harvey, D., McDonagh, D., & Tiernan, B. (2017) The professional development needs of special needs assistants in Irish post-primary schools, European Journal of Special Needs Education, 33, 31-46, doi: 10.1080/08856257.2017.1297572.
Kinyanjui , B., & Harley, D. A. (2018). Utilizing indigenous volunteers and paraprofessionals for disability advocacy and service in rural America. In D. A. Harley, N. A. Ysasi, M. L. Bishop & A. R. Fleming (Eds.), Disability and Vocational Rehabilitation in Rural Settings Challenges to Service Delivery (pp. 677-695). New York: Springer.
Knight, V. F. Kuntz, E. M., Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings, Journal of Autism and Developmental Disorders, 1-14. Advance online publication, doi: 10.1007/s10803-018-3476-2.
Layden, S., Hendricks, D., Inge, K., Sima, A., Erickson, D., Avellone, L., & Wehman, P. (2018). Providing online professional development for paraprofessionals serving those with ASD: Evaluating a statewide initiative. Journal of Vocational Rehabilitation, 48, 285-294. doi: 10.3233/JVR-180932.
Ledford, J. R., Zimmerman, K. N., & Harbin, E. R. (2018). Improving the use of evidence-based instructional practices for paraprofessionals. Focus on Autism and Other Developmental Disabilities. Advance online publication. https://doi.org/10.1177/1088357617699178.
Maher, A. J. & Vickerman, P. (2018). Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England, Journal of Research in Special Educational Needs, 18, 15-24. doi: 10.1111/1471-3802.12389.
Metatia, O., & Cullen, C. (2018). “Bursting the assistance bubble”: Designing inclusive technology with children with mixed visual abilities. Proceeding of the 2018 CHI conference on human factors in computing systems (Paper No. 346). Montreal, PQ, Canada. Retrieved from: https://dl.acm.org/citation.cfm?id=3173920.
Mason, R. A., Schnitz, A. G., Gerow, S., An, Z.G., & Willis, H. P. (2018). Effects of teacher-implemented coaching to increase the accuracy of data collected by paraeducators. Journal of Behavioral Education. Advance online publication. doi:10.1007/s10864-018-9310-2.
Page, A. & Ferrett, R. (2018). Teacher aides’ views and experiences on the inclusion of students with Autism: Perspectives across two countries. The International Education Journal: Comparative Perspectives, 17(2), 60-76. https://openjournals.library.sydney.edu.au/index.php/IEJ.
Irvin, D. W., Ingram, P., Huffman, P., Mason, R., & Wills, H. (2018). Exploring paraprofessional and classroom factors affecting teacher supervision. Research in Developmental Disabilities, 73, 106-114. https://doi.org/10.1016/j.ridd.2017.12.013.
Seaman-Tullis, R. L., Cannella-Malone, H. I., & Brock, M. E. (2018). Training a paraprofessional to implement video prompting with error correction to teach a vocational skill. (2018). Focus on Autism and Other Developmental Disabilities. Advance online publication. https://doi.org/10.1177/1088357618794914.
Stewart, E. M. (2018). Reducing ambiguity: Tools to define and communicate paraprofessional roles and responsibilities. Intervention in School and Clinic. Advance online publication. doi: https://doi.org/10.1177/1053451218782431.
Viktorin, J. (2018). Teacher assistant in the inclusive school environment, The Educational Review, USA, 2(6),
320-329. http://dx.doi.org/10.26855/er.2018.06.001.
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a teacher training a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disabilities. Advance online publication. https://doi.org/10.1177/1088357617736052.
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2017
Banerjee, R.,Chopra, R. V., & DiPalma, G. (2017). Early intervention paraprofessional standards: Development and field validation. Journal of Early Intervention. Advance online publication. doi: 10.1177/1053815117727114
Barrio, B. L., & Hollingshead. A. (2017). Reaching out to paraprofessionals: Engaging professional development aligned with Universal Design for Learning framework in rural communities. Rural Special Education Quarterly. Advance online publication. DOI: 10.1177/8756870517721693
Basford, E.,Butt, G., & Newton, N. (2017).To what extent are teaching assistants really managed?: 'I was thrown in the deep end, really; I just had to more or less get on with it'. School Leadership & Management. 37(3). Advance online publication. DOI: 10.1080/13632434.2017.1324842
Brock, M. E., Seaman, R. L., & Downing, C. (2017). Promoting learning for a student with a severe disability through paraprofessional training, Research and Practice for Persons with Severe Disabilities. Advance online publication. DOI: 10.1177/1540796917729682
Brown, T. S., & Stanton-Chapman, T. L. (2017). Experiences of paraprofessionals in US preschool special education and general education classrooms. Journal of Research in Special Educational Needs, 17(1), 18–30. DOI: 10.1111/1471-3802.12095
Clarke, E., Visser, J. (2017). How do teaching assistants view their role in managing behaviour and cultivate their learning and understanding in relation to managing behaviour? Teacher Education Advancement Network Journal, 9(1),66-79.
Coates, M., Lamb, J., Bartlett, B., & Datta, P. (2017). Autism Spectrum Disorder coursework for teachers and teacher-aides: An investigation of courses offered in Queensland, Australia. Australian Journal of Teacher Education, 42(11), 65-80.
Garwood, J. D, Van Loan, C. L., & Werts, M, G. (2017). Mindset of paraprofessionals serving students with emotional and behavioral disorders. Intervention in School and Clinic. Advance online publication, doi: DOI: 10.1177/1053451217712958
Howley, C., Howley, A., & Telfer, D. (2017). Special education professionals in district context. Mid-Western Educational Researcher, 29(2), 136-165.
Kim, S., Koegel, R. L., & Koegel, L. K. (2017). Training paraprofessionals to targetsocialization in students with ASD: Fidelity of implementation and social validity. Journal of Positive Behavior Interventions, 19, 102-114. doi: 10.1177/1098300716669813
Ledford, J. R., Zimmerman, K. N., Chazin, K. T., Patel, N. M., Morales, V. A., & Bennett, B. P. (2017). Coaching paraprofessionals to promote engagement and social interactions during small group activities Journal of Behavioral Education. Advance online publication. doi:10.1007/s10864-017-9273-8
Ledford, J. R., Zimmerman, K. N., Harbin, E. R., & Ward, S. E. (2017). Improving the use of evidence-based instructional practices for paraprofessionals. Focus on Autism and Other Developmental Disabilities. Advance online publication. doi: 10.1177/1088357617699178
Mason, R. A., Schnitz, A. G., Wills, H. P., Rosenbloom, R., Kamps, D. M. & Bast, D., (2017). Impact of a teacher-as-coach model: Improving paraprofessionals fidelity of implementation of discrete trial training for students with moderate-to-severe developmental disabilities. Journal of Autism and Developmental Disabilities, 47(6),1696-1707. doi:10.1007/s10803-017-3086-4
Mrachko, A. A., & Kaczmarek, L. A. (2017). Examining paraprofessional interventions to increase social communication for young children with ASD. Topics in Early Childhood Special Education, 37(1), 4–15. DOI: 10.1177/0271121416662870
Rasmitadila, & Goldstein, B. L. (2017). The role of special assistant teacher to help special needs student through instructional interactions in an inclusive classroom, International Journal of Special Education, 32(3), 485-506.
Sheehey, P. H., Wells, J. C., & Ogata, V. F. (2017). Paraeducators' perceptions and experiences working with diverse families. Rural Special Education Quarterly. Advance online publication. doi:https://doi.org/10.1177/8756870517741890
Walker, V. L., Douglas, K. H., & Chung, Y-C. (2017). An Evaluation of Paraprofessionals' Skills and Training Needs in Supporting Students with Severe Disabilities. International Journal of Special Education, 32(3), 460-471.
Werner, L., Brock, M. E., Seaman, R. L. (2017). Efficacy of a teacher training a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disabilities. Advance online publication. doi: https://doi.org/10.1177/1088357617736052
Wren, A. (2017). Understanding the role of the teaching assistant: Comparing the views of pupils with SEN and TAs within mainstream primary schools, Support for Learning 32(1), 4-19. doi: 10.1111/1467-9604.12151
2016
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Bennett, M., Ng-Knight, T., Hayes, B. (2016). Autonomy-supportive teaching and its antecedents: differences between teachers and teaching assistants and the predictive role of perceived competence, European Journal of Psychology of Education. Advance online publication. doi:10.1007/s10212-016-0321-x
Biggs, E. E., Gilson, C. B., & Carter, E. W. (2016). Accomplishing more together: Influences to the quality of professional relationships between special educators and paraprofessionals, Research and Practice for Persons with Severe Disabilities. Advance online publication. doi: 10.1177/1540796916665604
Brock, M., & Carter, E. (2016). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children, 82, 354-371. doi:10.1177/0014402915585564
Butt. R. (2016). Employment procedures and practices challenge teacher assistants in mainstream schools. School Leadership & Management. Advance online publication. doi: 10.1080/13632434.2016.1160211
Butt, R. (2016). Teacher assistant support and deployment in mainstream schools. International Journal of Inclusive Education. 20(9),995-1007. doi: 10.1080/13603116.2016.1145260
Douglas S. N., Chapin S. E., & Nolan J. F. (2016). Special education teachers’ experiences supporting and supervising paraeducators: Implications for special and general education settings. Teacher Education and Special Education, 39(1), 60–74. https://doi.org/10.1177/0888406415616443
Gibson, D., Paatsch, L., & Toe, D. (2016). An analysis of the roles of teachers’ aides in a State secondary school: Perceptions of teaching staff and teachers’ aides. Australian Journal of Special Education 40, 1-20.
Punch, R. (2016). Literature review: The use and efficacy of integration aides with disabilities in general education settings (.pdf). Department of the Education and Training for the State of Victoria, Australia.
Scheeler, M. C., Morano, S., & Lee, D. L. (2016). Effects of immediate feedback using bug-in-ear with paraeducators working with students with autism. Teacher Education and Special Education. Advance online publication. doi: 10.1177/0888406416666645
Sharma, U., & Salend, S. (2016). Teaching assistants in inclusive classrooms: A systematic analysis of international research. Australian Journal of Teacher Education, 41(8), 118-134.
Stricklin, K. & Billie Tingle, B.. (2016. Using online education to transition teaching assistants to teacher certification: Examining the differences between teacher education programs. American Journal of Distance Education, 30(3), 192-202. doi:http://dx.doi.org/10.1080/08923647.2016.1192840
Suleymanov, F. (2016). Relationship between teacher assistant support and academic achievements of exceptional students in inclusive education. The Online Journal of New Horizons in Education, 6(2), 93-100.
Walker. V. L. (2016). Assessing paraprofessionals' perceived educational needs and skill level with function-based behavioral intervention, Exceptionality. Advance online publication, DOI: 10.1080/09362835.2016.1196443.
Walker, V. L, & Snell, M. E. (2016). Teaching paraprofessionals to implement function-based interventions. Focus on Autism and Other Developmental Disabilities. Advance online publication. do: 10.1177/1088357616673561
2015
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Azad, G. F., Locke, J., Downey, M. M., Xie, M., & Mandell, D. S. (2015). One-to-one assistant engagement in Autism support classrooms. Teacher Education and Special Education. Advance online publication. doi: 10.1177/0888406415603208
Britton, N. S., Collins, B. C., Ault, M. J., & Bausch, M. E. (2015). Using a constant time delay procedure to teach support personnel to use a simultaneous prompting procedure. Focus on Autism and Other Developmental Disabilities. Advance online publication. doi: 10.1177/1088357615587505
Brock M. E., & Carter E. W. (2015). Effects of a professional development package to prepare special education paraprofessionals to implement evidence-based practice. The Journal of Special Education, 49(1), 39–51. https://doi.org/10.1177/0022466913501882
Chopra, R. V., & Uitto, D. J. (2015.) Programming and planning within a multifaceted classroom. In D. Chambers (Ed.), Working with teaching assistants and other support staff for inclusive education (pp.175-194). Bingley, UK: Emerald.
Cockroft, C., & Atkinson, C. (2015). Using the wider pedagogical role model to establish learning support assistants' views about facilitators and barriers to effective practice. Support for Learning, 30(2), 88-104. doi:10.1111/1467-9604.12081
DaFonte, M. A., & Capizzi, A. M. (2015). A module-based approach: Training paraeducators on evidence-based approaches. Physical Disabilities: Education & Related Services, 34(1), 31-54. doi: 10.14434/pders.v34i1.13823
Giangreco, M. F. & Suter, J. C. (2015). Precarious or purposeful? Proactively building inclusive special education service delivery on solid ground. Inclusion, 3(3), 112-131. doi: 10.1352/2326-6988-3.3.112
Gibson, D., Paatsch, L., Toe, D., Wells, M., & Rawolle, S. (2015). Teachers' aides working in secondary school settings: Preparedness and professional learning. Journal of Education and Learning, 4(3), 71-87. doi:10.5539/jel.v4n3p71
Harris, L. R., Davidson, C. R., & Aprile, K. T. (2015). Understanding teacher aides' definitions of reading: Implications for classroom practice. The Australian Educational Researcher. Advance online publication. doi: 10.1007/s13384 -015-0181-4
Harris, L. R., & Aprile, K. T. (2015). 'I can sort of slot into many different roles': examining teacher aide roles and their implications for practice. School Leadership & Management, 35(2), 140-162. doi: 10.1080/13632434.2014.992774
Lehane, T. (2015). "Cooling the mark out": Experienced teaching assistants' perceptions of their work in the inclusion of pupils with special educational needs in mainstream secondary schools, Educational Review, Advance online publication. doi: 10.1080/00131911.2015.1058753
McLachlan, B. (2015). Helping or hindering: Understanding the professional development needs of learning support assistants in post-compulsory education in England. World Journal of Educational Research, 2(2), 99-116.
Murphy, A., Robinson, S. E., Cote, D. L., Karge, B. K., & Lee, T. (2015). A teacher's use of video to train paraprofessionals in pivotal response techniques. Journal of Special Education Apprenticeship, 4(2), 1-18.
Radford, J., Bosanquet, P., Webster, R., & Blatchford, P. (2015). Scaffolding learning for indepedence: Clarifying teacher and teacher assistant roles for children with special educational needs. Learning and instruction, 36, 1-10. doi:10.1016/j.learninstruc.2014.10.005
Russel, C. S., Allday, R. A., & Duhon, G. J. (2015). Effects of increasing distance of a one-on-one paraprofessional on student engagement. Education and Treatment of Children, 38(2), 193-210. doi: 10.1353/etc.2015.0008
Stivers, J. & Cramer, S. F. (2015). New metaphors for teacher/paraeducator relationships. In D. Chambers, (Ed.) Working with teaching assistants and other support staff for inclusive education (pp.27-47). West Yorkshire, UK: Emerald. doi:10.1108/S1479-363620150000004002
Troeva, B. (2015). The role of the teaching assistants in meeting special educational needs at
mainstream schools. Pedagogy, 87(3), 512-521.
Uitto, D. J., & Chopra, R. V. (2015).Training programs for teacher assistants. In D. Chambers (Ed.), Working with teaching assistants and other support staff for inclusive education (pp. 241-260). Bingley, UK: Emerald.
Walker, V. L. & Smith, C. G. (2015). Training paraprofessionals to support students with disabilities: A literature review. Exceptionality, 23(3), 170-191. doi: 10.1080/09362835.2014.986606
Webster, R., & Blatchford, P. (2015). Worlds apart? The nature and quality of the educational experiences of pupils with a statement for special educational needs in mainstream primary schools. British Educational Research Journal, 41(2), 324-342. doi: 10.1002/berj.3144
2014
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Brown, T. S. & Stanton-Chapman, T. L. (2014). Experiences of paraprofessionals in US preschool special education and general education classrooms. Journal of Research in Special Educational Needs, 17(1), 18-30. doi: 10.1111/1471-3802.12095
Docherty, R. (2014) A complete circuit: The role of communication between class teachers and support staff and the planning of effective learning opportunities. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30(2), 181-19. doi: 10.1080/02667363.2014.899997
Ferguson, M. (2014). Teacher aides: The fine art of balance. Kairaranga, 15(2), 56-63.
Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2014). Teacher assistants in inclusive classrooms. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. 691-702). London: Sage.
Higgins, H., & Gulliford, A. (2014). Understanding teaching assistant self-efficacy in role and in training: Its susceptibility to influence. Educational Psychology in Practice, 30, 120-138. doi:10.1080/02667363.2014.896250
Koegel, R. L., Kim, S., & Koegel, L. K. (2014). Training paraprofessionals to improve socialization in children with ASD. Journal of Autism and Developmental Disorders. Advance online publication. doi: 10.1007/s10803-014-2094-x
Martin, T. & Alborz, A. (2014). Supporting the education of pupils with profound intellectual and multiple disabilities: The views of teaching assistants regarding their own learning and development needs. British Journal of Special Education, 41(3), 309-327. doi: 10.1111/1467-8578.12070
McDonagh, S. H., Fordham, L. A., Dillon-Wallace, J. A. (2014). The educational context and services of children with additional needs in their first years of school in Australia. Special Education Perspectives, 23(1), 29-41.
McLachlan, B. (2014). Exploring the work and learning stories of para-teachers in a college for further education in England. Support for Learning, 29(3), 230-243. doi: 10.1111/1467-9604.12059
Osborne, C., & Burton, S. (2014). Emotional Literacy Support Assistants' views on supervision provided by educational psychologists: What EPs can learn from group supervision. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology, 30(2), 139-155, doi:1080/02667363.2014.899202
Pedersen, S. J., Cooley, P. D., & Rottier, C. R. (2014). Physical educators' efficacy in utilising paraprofessionals in inclusive education. Australian Journal of Teacher Education, 39(10). doi: 10.14221/ajte.2014v39n10.1
Saddler, H. (2014). Researching the influence of teaching assistants on the learning of pupils identified with special educational needs in mainstream primary schools: Exploring social inclusion. Journal of Research in Special Educational Needs, 14(3), 145-152. doi: 10.1111/1471-3802.12019
Stephenson, J. & Carter, M. (2014). The work of teacher aides in Australia: An analysis of job advertisements. International Journal of Special Education, 29(3), 1-9.
Stockwell, N. (2014). When an aide really becomes an aid: Providing professional development for special education paraprofesionals. Teaching Exceptional Children, 46(1), 197-205.
Trent, J. (2014). 'I'm teaching, but I'm not really a teacher'. Teaching assistants and the construction of professional identities in Hong Kong schools, Educational Research. Advance online publication. doi: 10.1080.00131881.2013.874147
Webster, R. (2014). 2014 Code of practice: How research evidence on the role and impact of teaching assistants can inform professional practice. Educational Psychology in Practice: Theory, Research and Practice in Educational Psychology. Advance online publication. doi: 10.1080/02667363.2014.917401
Westover, J. M., & Martin, E. J. (2014). Performance feedback, paraeducators, and literacy instruction for students with significant disabilities, Journal of Intellectual Disabilities, Advance online publication. doi: 10.1177/1744629514552305
2013
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Brock, M. E. & Carter, E. W. (2013). A systematic review of paraprofessional-delivered educational practices to improve outcomes for students with intellectual and developmental disabilities, Research and Practice for Persons with Severe Disabilities, 38, 211-221. doi: 10.1177/154079691303800401
Brown, J., & Devecchi, C. (2013). The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. Advance online publication. doi:1031080/19415257.2012.762720
Bryan, R. B., McCubbin, J., & van der Mars (2013). The ambiguous role of the paraeducator in the general physical education environment. Adapted Physical Activity Quarterly, 29, 164-183.
Chopra, R., Banerjee, R., DiPalma, G., Merrill, L., & Ferguson, A. (2013) Colorado's model for preparing paraprofessionals for rural early intervention programs. Rural Special Education Quarterly, 32(1), 20-28.
Colombo, M., Zhao, Q., Perez, H. (2013). Tapping the potential of EL paraprofessionals through professional development, The Tapestry Journal: An International Multidisciplinary Journal on English Language Learner Education, 5(2), 30–46.
Douglas, S. N., Light, J. C., & McNaughton, D. (2013). Teaching paraeducators to support the communication of young children with complex communication needs. Topics in Early Childhood Special Education, 33(2), 91-10. doi: 10.1177/0271121412467074
Douglas S. N., McNaughton D. B., Light J. C. (2013). Online training for paraeducators to support the communication of young children. Journal of Early Intervention, 35, 223-242. doi: https://doi.org/10.1177/1053815114526782
Graves, S. (2013). New roles, old stereotypes -- developing a school workforce in English schools. School Leadership and Management. Advance on line publication. DOI: 10.1080/13632434.2013.813456
Giangreco, M. F. (2013). Teacher assistant supports in inclusive schools: Research, practices and alternatives. Australasian Journal of Special Education, 37(2), 93-106. doi: 10.1017/jse.2013.1.
Giangreco, M. F. & Hoza, B. (August 2013). Are paraprofessional supports helpful? Attention, 20,(4), 22-25.
Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. Journal of Special Education.47 121-132. doi: 10.1177/0022466911419015
Houssart, J. (2013). '"Give me a lesson and I'll deliver it": Teaching assistants' experiences of leading primary mathematics lessons in England. Cambridge Journal of Education, 43(1), 1-16 DOI: 10.1080/0305764X.2012.733348
Lim, S. M-Y, Wong, M. E., & Denise Tan, D. (2013). Allied educators (learning and behavioural support) in Singapore's mainstream schools: first steps towards inclusivity?, International Journal of Inclusive Education, Advance online publication, doi:10.1080/13603116.2012.758321
McCulloch, E. B., & Noonan, M.L. (2013). Impact of online training videos on the implementation of mand training by three elementary school paraprofessionals, Education and Training in Autism and Developmental Disabilities, 48(1), 1-15.
O'Keeffe, B. V. Slocum, T. A., & Magnusson, R. (2013). The effects of a fluency training package on paraprofessionals' presentation of a reading intervention. Journal of Special Education, 47, 14-27. doi: 10.1177/0022466911404072
Orsati, F. T. & Causton-Theoharis, J. (2013). Challenging control: inclusive teachers' and teaching assistants' discourse on students with challenging behavior. International Journal of Inclusive Education, 17(5), 507-525. doi: 10.1080/13603116.2012.689016
Radford, J. Bosanquet, P., Webster, R., Blatchford, P. & Rubie-Davies, C. (2013). Fostering learner independence through heuristic scaffolding: A valuable role for teaching assistants. International Journal of Educational Research. Advance online publication. doi: 10.1016/j.ijer.2013.02.010
Stacey, K., Harvey, S., & Richrads, H. (2013). Teachers working with ESOL paraprofessionals in a secondary context: Examining supervision. Teaching and Teacher Education, 36, 55-67. doi: http://dx.doi.org/10.1016/j.tate.2013.07.002
Wasburn-Moses, L., Chun, E., & Kaldenberg, E. (2013). Paraprofessional roles in an adolescent reading program: Lessons learned. American Secondary Education, 41(3), 34-49.
Webster, R., & Blatchford, P. (2013). The educational experiences of pupils with a statement for special educational needs in mainstream primary schools: Results from a systematic observation study. European Journal of Special Needs Education, Advance online publication, doi: 10.1080/08856257.2013.820459
Webster, R., Blatchford, P., & Russell, A. (2013). Challenging and changing how schools use teaching assistants: Findings from the effective deployment of teaching assistants project. School Leadership & Management, 33(1), 78-96.
Whitburn, B. (2013). The dissection of paraprofessional support in inclusive education: You're in mainstream with a chaperone. Australasian Journal of Special Education, 37(2), 147-161. doi: 10.1017/jse.2013.12
2012
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Abbott, E. A. & Sanders, L. (2012). Paraeducators' perceptions of music therapy sessions. Music Therapy Perspectives 30(2), 145-150. doi: 10.1093/mtp/30.2.145
Ashbaker, B. Y., & Morgan, J. (2012). Team players and Team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3, 322-327. doi:10.43236/ce.2012.33051
Butt, R. & Lowe, K. (2012). Teaching assistants and class teachers: Differing perceptions, role confusion and the benefits of skills-based training. International Journal of Inclusive Education. 16(2), 207-219. doi: 10.1080/13603111003739678
Capizzi, A. M., & DaFonte, A. A. (2012). Supporting paraeducators through a collaborative classrooms support plan. Focus on Exceptional Children, 44(6), 1-6.
Devecchi, c., Dettori, F., Doveston, M., Sedgwick, P., & Jament, J. (2012). Inclusive classrooms in Italy and England: The role of support teacher and teaching assistants. European journal of Special Needs Education, 27(2), 171-184.
Giangreco, M. F., Doyle, M. B., & Suter, J. C. (2012). Constructively responding to requests for paraprofessionals: We keep asking the wrong questions. Remedial and Special Education, 33(6), 362-373. doi: 10.1177/0741932511413472
Graves, S. (2012) Chameleon or chimera? The role of the higher level teaching assistant (HLTA) in a remodelled workforce in English schools. Educational Management Administration & Leadership, 41(1), 94-105. DOI 10.1177/1741143212462697
Keating, S. & O'Connor, U. (2012). The shifting roles of the special needs assistant in Ireland: A time for change? European journal of Special Needs Education. Advance online publication. doi: 10.1080/08856257.2012.711960
Konza, D. & Fried, L. (2012). Maximising the contribution of paraprofessionals in schools: A win-win-win story. The International Journal of Interdisciplinary Social Sciences, 6(9), 115-123.
Lane, K., Carter, E. & Sisco, L. (2012). Paraprofessional involvement in self-determination instruction for students with high-incidence disabilities. Exceptional Children, 78(2), 237-251.
Lushen, K., Kim, O., & Reid, R. (2012). Paraeducator-led strategy instruction for struggling writers. Exceptionality, 20(4), 250-265. doi:10.1080/09362835.2012.724626.
Maggin, D. M., Fallon, L. M., Hargermoser Sanetti, L. M., Ruberto, L. M. (2012). Training paraeducators to implement a group contingency protocol: Direct and collateral effects. Behavioral Disorders, 38(1), 18-37.
Milley, A. & Machalicek, W. (2012). Decreasing students' reliance on adults: A strategic guide for teachers of students with autism spectrum disorders. Intervention in School and Clinic, 48(2), 67-75. doi:10.1177/1053451212449739.
Russell, A., Webster, R.,& Blatchford, P. (2012). Maximizing the impact of teaching assistants: Guidance for School leaders and teachers. London: Routledge.
Rutherford, G. (2012). In, out or somewhere in between: Disabled students' and teacher aides' experiences of school. International Journal of Inclusive Education, 16(8), 757-774. doi:10.1080/13603116.2010.50918
Symes, W. & Humphrey, N. (2012). Including pupils with autistic spectrum disorders in the classroom: The role of teaching assistants. European Journal of Special Needs Education, 27(4), 517-532. doi: 10.1080/08856257.2012.726019
Tompkins, R. H., Ratcliff, N., Jones, C., Vaden, S. M., Hunt, G., & Chase, H. (2012). The myth of the foolproof script: Can paraprofessionals effectively improve kindergarten student achievement using a scripted phonics program? Early Years: An International Journal of Research and Development, 32(3), 313-323. doi:10.1080/09575146.2011.651712
Vickerman, P., & Blundell, M. (2012). English learning support assistant's experiences of including children with special educational needs in physical education. Eureopean Journal of Special Needs Education, 27(2), 143-156. doi: 10.1080/08856257.2011.645585
Webster, R., Blatchford, P., & Russell, A. (2012). Challenging and changing how schools use teaching assistants: Findings from the Effective Deployment of Teaching Assistants project. School Leadership & Management, Advance online publication doi:10.1080/13632434.2012.724672
2011
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Abbott, L., McConkey, R., & Dobbins, M. (2011). Key players in inclusion: are we meeting the professional needs of learning support assistants for pupils with comple needs? European Journal of Special Needs Education, 26(2), 251-231, doi: 1031080/08856257.2011.563608
Blatchford, P., Bassett, P., Brown, P., Martin, C., Russell, A., & Webster, R. (2011). The impact of support staff on pupils' "positive approaches to learning" and their academic progress. British Educational Research Journal, 37(3), 443-464. doi: 10.1080/01411921003734645
Blatchford, P., Russell, A., & Webster, R. (2011). Reassessing the impact of teaching assistants: How research challenges practice and policy. London: Routledge.
Cameron, D. L., Cook, B. G, & Tankersley, M. (2011). An analysis of the different patterns of 1:1 interactions between educational professionals and their students with varying abilities in inclusive classrooms. International Journal of Inclusive Education. Advance online publication. doi: 10.1080/13603116.2011.580459
Carter, E. W., Sisco, L. G., & Lane, K. L. (2011). Paraprofessional perspectives on promoting self-determination among elementary and secondary students with severe disabilities. Research & Practice for Persons with Severe Disabilities, 36(1-2), 1-10. doi: 10.2511/rpsd.36.1-2.1
Chopra, R. V., Sandoval-Lucero, E. & French, N. K. (2011). Effective supervision of paraeducators: Multiple benefits and outcomes. National Teacher Education, 4(2), 15-26.
Dolva, A., Gustavsson, A., Borell, L., & Hemmingsson, H. (2011) Facilitating peer interaction & support to children with Down syndrome in mainstream schools. European Journal of Special Needs Education, 26(2), 201-213, doi: 10.1080/08856257.2011.563607
Giangreco, M. F., Broer, S. M., & Suter, J. C. (2011). Guidelines for selecting alternatives to overreliance on paraprofessionals: Field-testing in inclusion-oriented schools. Remedial and Special Education, 32(1), 22-38. doi: 10.1177/0741932509355951
Graves, S. (2011) Performance or enactment? The role of the higher level teaching assistant in a remodelled school workforce in England. Management in Education, 25(1), 15-20. ISSN 0892-0206 DOI 10.1177/0892020610387960.
Haycock, D., & Smith, A. (2011). To assist or not to assist? A study of teachers' views of the roles of learning support assistants in the provision of inclusive physical education in England. International Journal of Inclusive Education, 15(8), 835-849. DOI: 10.1080/13603110903452325
Healy, C. (2011, Winter). One-to-one in the inclusive classroom: The perspectives of paraeducators who support adolescents with Autism Spectrum Disorder. Journal of the American Academy of Special Education Professionals, pp. 77-92.
McConkey, R. & Abbott, L. (2011). Meeting the professional needs of learning support assistants for pupils with complex needs. Procedia Social and Behavioral Sciences, 15, 1419-1424. doi: 10.1016/j.sbspro.2011.03.305
McKenzie, B. (2011). Empowering Paraprofessionals through Professional Development. Delta Kappa Gamma Bulletin, 77(4), 38-41.
Moore, W. & Hammond, L. (2011). Using education assistants to help pave the road to literacy: Supporting oral language, letter-sound knowledge and phonemic awareness in the pre-primary year. Australian Journal of Learning Difficulties, 16(2), 85-110. doi: 10.1080/19404151003763029
Mortier, K., Desimpel, L., De Schauwer, E., & Van Hove, G. (2011). "I want support, not comments": Children's perspectives on supports in their life, Disability & Society, 26: 207-221. doi: 10.1080/09687599.2011.544060
Radford, J., Blachford, P., & Webster, R. (2011). Opening up and closing down: How teachers and TAs manage turn-taking, topic and repair in mathematics lessons.Learning and Instruction. Advance online publication. doi:10.1016/j.learninstruc.2011.01.004
Rispoli, M., Neeley, L., Lang, R., Ganz, J. (2011). Training paraprofessionals to implement interventions for people autism spectrum disorder: A systematic review. Developmental Neurorehabilitation, 14(6), 388. doi10.3109/17518423.2011.620577
Robinson, S. E. (2011). Teaching paraprofessionals of students with autism to implement pivotal response treatment in inclusive school settings using a brief video feedback training package. Focus on Autism and Other Developmental Disabilities, 26(2) 105-118. doi: 10.1177/1088357611407063
Rutherford, G. (2011). Doing Right By Teacher Aides, Students with Disabilities, and Relational Social Justice. Harvard Educational Review, 81(1), 95-118.
Symes, W. & Humphrey, N. (2011). School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorder (ASDs) in mainstream secondary schools. Journal of Research in Special Needs, 11(3), 153-161.
Ward, A. (2011). Let's talk about teacher aides. Kairaranga, 12(1), 43-50.
Watson, D., Bayliss, P., & Pratchett. (2011). Pond life that 'know their place': exploring teaching and learning support assistants' experiences through positioning theory. International Journal of Qualitative Studies in Education. Advance online publication. doi: 10.1080/09518398.2011.598195
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2011). The wider pedagogical role of teaching assistants. School Leadership and Management, 31(1), 3-20. doi: 10.1080/13632434.2010.540562
Wellington, W. & Stackhouse, J. (2011). Using visual support for language and learning in children with SLCN: A training programme for teachers and teaching assistants. Child Language Teaching and Therapy, 27, 183-201. doi: 10.1177/0265659011398282
2010
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Adolphson, S. L., Hawken, L. S., & Carroll, M. S. (2010). Supporting students with disabilities in the general education classroom: The behavioral health assistant. Journal of Positive Behavior Interventions, 12(4), 236-244. doi: 10.1177/1098300709340701
Bingham, G. E., Hall-Kenyon, K., Culatta, B. (2010). Systematic and engaging early literacy: Examining the effects of paraeducator implemented early literacy. Communication Disorders Quarterly. Advance online publication. doi: 10.1177/1525740109340796
Breton, W. (2010). Special education paraprofessionals: Perceptions of preservice preparation, supervision, and ongoing developmental training. International Journal of Special Education, 25(1), 34-45.
Devecchi, C. & Rouse, M. (2010). An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support for Learning, 25(2), 91-99. doi: 10.1111/j.1467-9604.2010.01445.x
Farrell, P., Alborz, A., Howes, A., Pearson, D. (2010). The impact of teaching assistants on improving pupils' academic achievement in mainstream schools: A review of the literature. Educational Review, 62(4), 435-448. DOI: 10.1080/00131911.2010.486476
Giangreco, M. F. (2010). One-to-one paraprofessionals for students with disabilities in inclusive classrooms: Is conventional wisdom wrong? Intellectual & Developmental Disabilities, 48(1), 1-13. DOI: 10.1352/1934-9556-48.1.1
Giangreco, M. F. (2010). Utilization of teacher assistants in inclusive schools: Is it the kind of help that helping is all about? European Journal of Special Needs Education, 25(4), 341 - 345. doi: 10.1080/08856257.2010.513537
Giangreco, M. F., Carter, E. W., Doyle, M. B., & Suter, J. C. (2010). Supporting students with disabilities in inclusive classrooms: Personnel and peers. In R. Rose (Ed.), Confronting obstacles to inclusion: International responses to developing inclusive schools (pp. 247-263). Abingdon, Oxfordshire, UK: Routledge.
Giangreco, M. F., Suter, J. C., & Doyle, M. B. (2010). Paraprofessionals in inclusive schools: A review of recent research. Journal of Educational and Psychological Consultation, 20, 41-57. DOI: 10.1080/10474410903535356
Haegele, J.A., & Kozub, F.M. (2010). A continuum of paraeducator support for utilization in adapted physical education. Teaching Exceptional Children Plus, 6(5), Article 2.
Hall, L.J., Grundon, G.S., Pope, C.A., Romero, A.B. (2010).A Training paraprofessionals to use behavioral strategies when educating learners with autism spectrum disorders across environments. Behavioral Interventions, 25(1), 37-51.
Lewis, S. & McKenzie, A.R. (2010). Competencies, roles, supervision, and training needs of paraeducators working with students with visual impairments in local and residential schools. Journal of Visual Impairment & Blindness, 104(8), 464-477.
Manz, P. H., Power, T. J., Ginsburg-Block, & Dowrick, P. W. (2010). Community paraeducators: A partnership-direected approach for preparing and sustaining the involvement of community members in inner-city schools. The School Community Journal, 20(1), 55-80.
McGrath, M.Z., Johns, B.H., & Mathur, S.R. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals. Beyond Behavior, 19(2), 2-6.
Rose, R., & Forlin, C. (2010). Impact of training on change in practice for education assistants in a group of international private schools in Hong Kong. International Journal of Inclusive Education, 14(3), 309-323. doi: 10.1080/13603110802504895
Rossetti, Z. S. & Goesling, D.P. (2010). Paraeducators' roles in facilitating friendships between secondary students with and without autism spectrum disorders or developmental disabilities. Teaching Exceptional Children, 42(6), 64-70.
Rubie-Davies, C. M., Blatchford, P., Webster, R., Koutsoubou, M., & Bassett, P. (2010). Enhancing learning? A comparison of teacher and teaching assistant interactions with pupils. School Effectiveness and School Improvement. 21 429-449 doi:10.1080/09243453.2010.512800
Shyman, E. (2010). Identifying predictors of emotional exhaustion among special education paraeducators: A preliminary investigation. Psychology in Schools, 47(8), 828-841. doi: 10.1002/pits.20507
Webster, R., Blatchford, P., Bassett, P., Brown, P., Martin, C., & Russell, A. (2010). Double standards and first principles: Framing teaching assistant support for pupils with special educational needs, European Journal of Special Needs Education, 25, 319-336. doi: 10.1080/08856257.2010.513533
2009
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Alborz, A., Pearson, D., Farrell, P. and Howes, A. (2009). The impact of adult support staff on pupils and mainstream schools, London: Dept. for Children, Schools and Families and Institute of Education.
Angelides, P, Constantinou, C, & Leigh, J. (2009). The role of paraprofessionals in developing inclusive education in Cyprus. European Journal of Special Needs Education, 24(1), 75-89.
Blatchford, P., Bassett, P., Brown, P., & Webster, R. (2009). The effect of support staff on pupil engagement and individual attention. British Educational Research Journal, 35(5), 661-686.
Bourke, P. (2009). Professional development and teacher aides in inclusive education contexts: where to from here? International Journal of Inclusive Education, 13(8), 817-827. doi: 10.1080/13603110802128588
Byers-Kirsch, J. (2009, March). Idaho's design for paraeducator effectiveness. The School Administrator, 66(3), 40-41.
Cajkler, W. & Tennant, G. D. (2009). Teaching assistants and pupils' academic and social engagement in mainstream schools: insights from systematic literature reviews. International Journal of Emotional Education, 1(2), 71-90.
Carnahan, C. R., Williamson, P., Clarke, L., & Sorensen, R. (2009). A systematic approach for supporting paraeducators in educational settings: A guide for teachers. Teaching Exceptional Children, 41(5), 34-43.
Carter, E. W., O'Rourke, L., Sisco, L., & Pelsue, D. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344-359. DOI: 10.1177/0741932508324399
Causton-Theoharis, J. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Teaching Exceptional Children, 42(2), 36-43.
Causton-Theoharis, J. (2009). The paraprofessional's handbook for effective support in inclusive classrooms. Baltimore: Paul H. Brookes.
Egilson, S.T., & Traustadottir, R. (2009). Assistance to pupils with physical disabilities in regular schools: Promoting inclusion or creating dependency? European Journal of Special Needs Education, 24(1), 21-36.
Giangreco, M. F. (2009). Critical issues brief: Concerns about the proliferation of one-to-one paraprofessionals. Arlington, VA: Council for Exceptional Children, Division on Autism and Developmental Disabilities.
Giangreco, M. F., Hurley, S. M., & Suter, J.C. (2009). Personnel utilization and general class placement of students with disabilities: Ranges and ratios. Intellectual and Developmental Disabilities, 47(1), 53-56. Correction published 2010, 48(1), ii.
Hammeken, P. (2009). The paraprofessional's essential guide to inclusive education (3rd edition). Thousand Oaks, CA: Corwin.
Kraft, C. N., & Slater, A. E. (2009). One-to-one aides for students with autism: A practical and legal guide. Horsham, PA: LPR Publications.
Liston, A. G., Nevin, A., & Malian, I. (2009). What do paraeducators in inclusive classrooms say about their work? Analysis of national survey data and follow-up interviews in California. TEACHING Exceptional Children Plus, 5(5), Article 1.
Lewis, S., & McKenzie, A. R. (2009). Knowledge and Skills for Teachers of Students with Visual Impairments Supervising the Work of Paraeducators. Journal of Visual Impairment and Blindness, 103(8), 481-494
Nevin, A., Villa, R. A., & Thousand, J. S. (2009). A guide to co-teaching with paraeducators: Practical tips for K-12 educators. Thousand Oaks, CA: Corwin.
Rutherford, G. (2009). Curriculum matters for all students? Understanding curriculum from the perspective of disabled students and teacher aides. Curriculum Matters, 5, 90-107.
Suter, J. C., & Giangreco, M. F. (2009). Numbers that count: Exploring special education and paraprofessional service delivery in inclusion-oriented schools. Journal of Special Education, 43(2), 81-93. doi: 10.1177/0022466907313353
Veck, W. (2009). From an exclusionary to an inclusive understanding of educational difficulties and educational space: Implications for the learning support assistant's role. Oxford Review of Education, 35(1), 41-56.
2008
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Bedford, D., Jackson, C. R., & Wilson, E. (2008). New Partnerships for Learning: teachers' perspectives on their developing professional relationships with teaching assistants in England. Journal of In-service Education, 34(1), 7-25. doi: 10.1080/13674580701828211
Bolton, J., & Mayer, M. D. (2008). Promoting the generalization of paraprofessional discrete trial teaching skills. Focus on Autism and Other Developmental Disabilities, 23 (2), 103-111.
Carter, E. W., & Pesko, M. J. (2008). Social validity of peer interaction intervention strategies in high school classrooms: Effectiveness, feasibility, and actual use. Exceptionality, 16(3) 156-173.
Causton-Theoharis, J. & Burdick, C. (2008). Paraprofessionals: Gatekeepers to authentic art production. Studies in Art Education, 49(3), 167-182.
Conroy, P. W. (2008). Paraprofessionals and students with visual impairments: Potential pitfalls and solutions. Re:View, 39(2), 43-55.
Devlin, P. (2008). Create effective teacher - Paraprofessional teams. Intervention in School and Clinic, 44(1), 41-44.
Doyle, M. B. (2008). The paraprofessional's guide to the inclusive classroom: Working as a team (3rd ed.) Baltimore: Paul H. Brookes Publishing.
Fraser, C, & Meadows, S. (2008). Children's views of teaching assistants in primary schools, Education, 36(4), 351-363. doi: 10.1080/03004270701754219
Harvey, S., Richards, H., & Stacey, K. (2008). ESOL paraprofessionals and English language learners: Working toward sustainable practices (Paper Code: HAR08812). Paper presented at the Australian Association of Educational Research 2008 International Research Conference, Queensland University of Technology, Kelvin Grove, Brisbane.
Hauerwas, L. B., & Goessling, D. P. (2008). Who are the interventionists? Guidelines for paraeducators in RTI. TEACHING Exceptional Children Plus, 4(3) Article 4.
Hughes, M. T. & Valle-Riestra, D. M. (2008). Responsibilities, preparedness, and job satisfaction of paraprofessionals: Working with young children with disabilities. International Journal of Early Years Education, 16 (2), 163-173.
McKenzie, A. R. & Lewis, S. (2008). The role and training of paraprofessionals who work with students who are visually impaired. Journal of Visual Impairment & Blindness, 102, 459-471.
Rutherford, G. (2008). "Yeah, he's just like you." The role of teacher aides in supporting children's understandings of and relationships with one another. New Zealand Journal of Disability Studies, 13, 81-100.
Tews, L., & Lupart, J. (2008). Student with disabilities' perspectives of the role and impact of paraprofessionals in inclusive education settings. Journal of Policy and Practice in Intellectual Disabilities, 5(1), 39-46.
2007
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A.C. & M.C. v. Board of Education of the Chappaqua Central School, No. NYSD:6-CV-04238, U.S. Dist. (April 27, 2007).
Abbate-Vaughn, J. (2007). Paraprofessionals left behind? Urban paraprofessionals' beliefs about their work in the midst of NCLB. Journal of Poverty, 11(4),k 143-164.
Bessette K. K., Wills H. P. (2007). An example of an elementary school paraprofessional-implemented functional analysis and intervention. Behavioral Disorders, 32 (3), 192-210.
Bingham, M.A., Spooner, F., & Browder, D. (2007). Training paraeducators to promote the use of augmentative and alternative communication by students with significant disabilities. Education and Training in Developmental Disabilities, 42(3), 339-352.
Blacher, J. (2007). Holding on to their kitestrings: Paraprofessional support in inclusive settings. Exceptional Parent, 37(10), 74-76.
Bourke, P., & Carrington, S. (2007). Inclusive education reform: Implications for teacher aides. Australasian Journal of Special Education, 31(1), 15-24. doi:10.1017/S1030011200025562
Burgess, H., & Mayes, A. S. (2007). Supporting the Professional development of teaching assistants: classroom teachers' perspectives on their mentoring role. Curriculum Journal,18, 389-407. doi:10.1080/09585170701590056.
Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 1-15.
Causton-Theoharis, J., Giangreco, M.F., Doyle, M.B., & Vadasy, P.F. (2007). Paraprofessionals: The "sous chefs" of literacy instruction. TEACHING Exceptional Children 40(1), 56-62.
Cobb, C. (2007). Training paraprofessionals to effectively work with all students. The Reading Teacher, 60 (7), 686-689.doi:10.1598/RT.60.70.10
Davis, RW, Kotecki, J.E., & Harvey, M.W. (2007). Responsibilities and training needs of paraprofessionals in physical education. Adapted Physical Activity Quarterly, 24(1), 70-83.
Deardorff, P., Glasenapp, G., Schalock. M., & Udell, T. (2007). TAPS: An innovative professional development program for paraeducators in early childhood special education. Rural Special Education Quarterly, 26(3), 3-15.
Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs: Hidden costs and promising practices. Remedial and Special Education, 28(1), 21-32.
Giangreco, M.F., Broer, S.M. (2007). School-based screening to determine overreliance on paraprofessionals. Focus on Autism and Other Developmental Disabilities, 22(3), 149-158.
Giangreco, M.F., & Doyle, M.B. (2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The SAGE handbook of special education (pp. 429-439). London: Sage.
Gray, C., McCLoy. S., Dunbar. C., Dunn, J., Mitchell, D. and Ferguson, J. (2007) Added value or a familiar face?: The impact of learning support assistants on young readers, Journal of Early Childhood Research, 5(3), 285-300. doi: 10.1177/1476718X07080474
Hampden-Thompson, G., Diehl, J., & Kinukawa, A. (2007). Description and employment criteria of instructional paraprofessionals (No. NCES 2007-008). Washington, DC: National Center for Educational Statistics.
Howard, R. & Ford, J. (2007). The roles and responsibilities of teacher aides supporting students with special needs in secondary school settings. Australasian Journal of Special Education, 31(1), 25-43.
Keller, C.L., Bucholz, J., & Brady, M.P. (2007). Yes, I can! Empowering paraprofessionals to teach learning strategies. Teaching Exceptional Children, 39(3), 18-23.
Lane, K.L., Fletcher, T., Carter, E., Dejud, & Delorenzo, J. (2007). Paraprofessional-led phonological awareness training with youngsters at-risk for reading and behavioral concerns. Remedial and Special Education, 28 (5), 266-276.
Lieberman, L. J. (2007). Paraeducators in physical education: A training guide to roles and responsibilities. Champaign IL: Human Kinetics. Publisher's page.
Lytle, R., Lieberman, L., & Aiello, R. (2007). Motivating paraeducators to be actively involved in physical education programs. The Journal of Physical Education, Recreation & Dance, 78(4), 26-30.
Pickett, A.L., Gerlach, K., Morgan, R., Likins, M., & Wallace, T. (2007). Paraeducators in schools: Strengthening the educational team. Austin, TX: Pro-Ed.
Quilty, K. M. (2007). Teaching paraprofessionals how to write and implement social stories for students with Autism spectrum disorders. Remedial and Special Education, 28,, 182-189.
Steckelberg, A.L., Vasa, S.F., Kemp, S.E., Arthaud, T.J., Asselin, S.B., Swain, K., & Fennick, E. (2007). A web-based training model for preparing teachers to supervise paraeducators. Teacher Education and Special Education, 30(1), 52-55.
Takala, M. (2007). The work of classroom assistants in special and mainstream education in Finland. British Journal of Special Education, 34(1), 50-57.
Vadasy, P.F., Sanders, E.A., & Tudor, S. (2007). Effectiveness of paraeducator-supplemented individual instruction: Beyond basic decoding skills. Journal of Learning Disabilities, 40(6), 508-525.
2006
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Appl, D. (2006). First-year early childhood special education teachers and their assistants: "Teaching along with her." Teaching Exceptional Children. 38, 34-40.
Ashbaker, B. Y., & Morgan J. (2006). Paraprofessionals in the classroom. Boston: Pearson/Allyn and Bacon.
Ashbaker, B. Y. & Morgan, J. (2006). The role of administrators in paraprofessional supervision to support ethnic minority students with special needs, Educational Considerations, 34(1), 17-21. https://dx.doi.org/10.4148/0146-9282.1196
Carter, E.W. & Hughes, Carolyn (2006). Including high school students with severe disabilities in general education classes: Perspectives of general and special educators, paraprofessionals, and administrators. Research and Practice for Persons with Severe Disabilities, 31, 174-185.
Collins, J., & Simco, N. (2006). Teaching assistants reflect: The way forward? Reflective Practice: International and Multidisciplinary Perspectives, 7(2), 197-214.
French, N. K., & Chopra, R. V. (2006). Teachers as executives. Theory into Practice, 45, 230-238.
Giangreco, M.F., Smith, C.S., & Pinckney, E. (2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons with Severe Disabilities, 31(3). 215-229.
Hauge, J.M. & Babkie, A.M. (2006). Develop collaborative special educator-paraprofessional teams: One para's view. Intervention in School and Clinic, 42 (1), 51-53. doi:10.1177/10534512060420010901
Mansaray, A. A. (2006). Liminality and in/exclusion: An exploration the work of teaching assistants. Pedagogy, Culture & Society, 14(2), 171-187. doi: 10.1080/14681360600738335
Patterson, K.B. (2006). Roles and responsibilities of paraprofessionals: In their own words. TEACHING Exceptional Children Plus, 2(5), Article 1.
Schenker, R., Coster, W., & Parush, S. (2006) Personal assistance, adaptations, and participation in students with cerebral palsy mainstreamed in elementary schools. Disability and Rehabilitation, 28, 1061-1069.
Tobin, R. (2006). Five ways to facilitate the teacher assistant's work in the classroom. TEACHING Exceptional Children Plus, 2(6), Article 4.
Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Code-oriented instruction for kindergarten students at risk for reading difficulties: A randomized field trial with paraeducator implementers. Journal of Educational Psychology, 98, 508-528.
Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2006). Paraeducator-supplemented instruction in structural analysis with text reading practice for second and third graders at risk for reading problems. Remedial and Special Education, 27(6), 365-378.
Walter, U. M. Petr, C. G. (2006). Lessons from the research on paraprofessionals for attendant care in children's mental health. Community Mental Health Journal, 42(5), 459-475.
2005
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Baber, A. (2005). Instructional Paraprofessional Statistics and Trends: Paraprofessional database research navigator.
Broer, S. M., Doyle, M. B., & Giangreco, M. F. (2005) Perspectives of students with intellectual disabilities about their experiences with paraprofessional support. Exceptional Children, 71(4), 415-430.
Carter, E. W., Cushing, L. S., Clark, N. M., & Kennedy, C. H. (2005). Effects of peer support interventions on students’ access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30(1), 15-25.
Causton-Theoharis, J.N., & Malmgren, K.W. (2005). Building bridges: Strategies to help paraprofessionals promote peer interactions. Teaching Exceptional Children, 37(6), 18-24.
Causton-Theoharis, J. N., & Malmgren, K. W. (2005). Increasing interactions between students with severe disabilities and their peers via paraprofessional training. Exceptional Children, 71(4),431-444..
Cremin, H., Thomas, G., & Vincett, K. (2005). Working with teaching assistants: Three models evaluated. Research Papers in Education, 20(4), 413-432.
Devlin, P. (2005). Effect of continuous improvement training on student interaction and engagement. Research and Practice for Persons with Severe Disabilities, 30(2), 47-59.
Etscheidt, S. (2005). Paraprofessional services for students with disabilities: A legal analysis of issues. Research and Practice for Persons with Severe Disabilities, 30(2), 60-80.
Forster, E.M., & Holbrook, M. C. (2005). Implications of paraprofessional supports for students with visual impairments. Re:View: Rehabilitation and Education for Blindness and Visual Impairment, 36(4), 155-163.
Gerschel, L. (2005). The special educational needs coordinator's role in managing teaching assistants: The Greenwich experience. Support for Learning: British Journal of Learning Support, 20(2), 69-76.
Giangreco, M.F., Yuan, S., McKenzie, B., Cameron, P., & Fialka, J. (2005). "Be careful what you wish for…": Five reasons to be concerned about the assignment of individual paraprofessionals. TEACHING Exceptional Children, 37(5), 28-34.
Giangreco, M. F. & Broer, S. M. (2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20(1), 10-26.
Granger, J. D. & Grek, M. (2005). Struggling readers stretch their skills: Project maximizes use of paraprofessionals to teach reading. Journal of Staff Development, 26(3), 32-36.
Groom, B. & Rose, R. (2005). Supporting the inclusion of pupils social, emotional, and behavioural difficulties in the primary school: The role of teaching assistants. Journal of Research in Special Educational Needs, 5(1), 20-30. doi: 10.1111/J1471-3802.2005.00035.x
Jolly, A. & Evans, S. (2005). Teacher assistants move to the front of the class: Job-embedded learning pays off in student achievement. Journal of Staff Development, 26(3), 8-13.
Kerry, T. (2005). Towards a typology for conceptualising the roles of teaching assistants. Educational Review, 57(3), 373-384.
Lewis, C.K. (2005). Seen but not heard: ESEA and instructional aides in elementary education. Review of Research in Education, 29, 131-149.
Leblanc, M.P., Ricciardi, J.N., & Luiselli, J.K. (2005). Improving discrete trial instruction by paraprofessional staff through an abbreviated performance feedback intervention. Education & Treatment of Children, 28(1), 76-82.
Malmgren, K.W., Causton-Theoharis, J.N., & Trezek, B.J. (2005). Increasing peer interactions for students with behavioral disorders via paraprofessional training. Behavioral Disorders, 31(1), 95-106.
Piletic, C., Davis, R., & Aschemeier, A. (2005). Paraeducators in physical education. Journal of Physical Education, Recreation & Dance, 76(5), 47-55.
Vadasy, P.F., Sanders, E.A., & Peyton, J.A. (2005). Contributions of reading practice to first-grade supplemental tutoring: How text matters. Journal of Learning Disabilities, 38, 364-380.
Wall, S., Davis, K. L., Winkler Crowley, A. L., & White, L. L. (2005). The urban paraprofessional goes to college. Remedial and Special Education 26(3), 183-190.
Zabel, T. A., Gray, R. M., Gardner, J., & Ackerman, J. (2005). Use of school-based one-to-one aides for children following traumatic brain injury: A proposed practice model. Physical Disabilities: Education and Related Services 24(1), 5-22.
2004
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Allen, M., & Ashbaker, B. Y. (2004). Strengthening schools: Involving paraprofessionals in crisis prevention and intervention. Intervention in School and Clinic, 39(3), 139-146.
Ashbaker, B.Y., & Morgan, J. (Spring 2004). Legal issues relating to school paraprofessionals. A Legal Memorandum: Quarterly Law Topics for School Leaders (pp. 1-7). Reston, VA: National Association of Secondary School Principals. (ISSN 0192-6152).
Bernal, C., & Aragon, L. (2004). Critical factors affecting the success of paraprofessionals in the first two years of career ladder projects in Colorado. Remedial and Special Education, 25(4), 205-213.
Chopra, R. V., & French, N. K. (2004). Paraeducator relationships with parents of students with significant disabilities. Remedial and Special Education, 25(4), 240-251.
Chopra, R. V., Sandoval-Lucero, E., Aragon, L., Bernal, C., de Balderas, H., & Carroll, D. (2004). The paraprofessional role of connector. Remedial and Special Education, 25(4), 219-231.
Council for Exceptional Children (2004). The CEC paraeducator standards workbook. Alexandria, VA: Author.
Giangreco, M.F., & Doyle, M.B. (2004). Directing paraprofessional work. In C. Kennedy & E. Horn (Eds.), Including students with severe disabilities, (pp. 185-204). Boston: Allyn & Bacon.
Giangreco, M.F., Halvorsen, A., Doyle, M.B., & Broer, S.M. (2004). Alternatives to overreliance on paraprofessionals in inclusive schools. Journal of Special Education Leadership, 17(2), 82-90.
Griffin-Shirley, N. & Matlock, D. (2004). Paraprofessionals speak out: A survey. Re:View: Rehabilitation and Education in Blindness and Visual Impairments, 36(3), 127-136.
Linn-Marr Community School District and Grant Wood Area Education Agency (AEA 10) (2004). 41 IDELR 24.
Mistry, M., Burton, N., & Brundrett, M. (2004). Managing LSAs: An evaluation of the use of learning support assistants in an urban primary school, School Leadership & management, 24(2), 125-137.
New Brunswick Association for Community Living. (July 2004). Position paper on the roles and responsibilities of teacher assistants within an inclusive education system. Link for NBACL Website.
Riggs, C. G. (May/June 2004). To teachers: What paraeducators want you to know. TEACHING Exceptional Children, 36(5), 8-12.
Robinson, C.C., Rosenberg, S.(2004). Child welfare referrals to part C. Journal of Early Intervention, 26(4), 284-291.
Trautman, M. L. (2004). Preparing and managing paraprofessionals. Intervention in School and Clinic, 39(3), 131-138.
Wallace, T. (2004). Paraprofessionals in schools. Journal of Special Education Leadership, 17 (1), 46-61.
Werts, M. G., Harris, S., Tillery, C. Y., & Roark. (2004). What parents tell us about paraeducators. Remedial and Special Education, 25(4), 232-239.
White, R. (2004). The recruitment of paraeducators into the special education profession: A review of progress, select evaluations outcomes, and new intiatives. Remedial and Special Education, 25(4), 214-218.
2003
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Cremin, H., Thomas, G., & Vincett, K. (2003). Learning zones: An evaluation of three models for improving learning through teacher/teaching assistant teamwork. Support for Learning, 18(4), 154-164.
Cushing, L. S., Clark, N., Carter, E. W., & Kennedy, C. H. (2003). Peer supports and access to the general education curriculum. TASH Connections, 29(10), 8-11.
French, N. K. (2003). Managing paraeducators in your school: How to hire, train, and supervise non-certified staff. Thousand Oaks: Corwin Press, Inc.
French, N. K. (2003). Paraeducators in special education programs. Focus on Exceptional Children, 36(2), 1-16.
Ghere, G. & York-Barr, J. (2003). Employing, developing, and directing special education paraprofessionals in inclusive education programs: Findings from a multi-site case study. Minneapolis, MN: Institute on Community Integration (UCEDD) & Department of Educational Policy and Administration, University of Minnesota.
Giangreco, M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50-53.
Giangreco, M.F., Backus, L., CichoskiKelly, E., Sherman, P., & Mavropoulos, Y. (2003). Paraeducator training materials to facilitate inclusive education: Initial field-test data. Rural Special Education Quarterly, 22(1), 17-27.
Giangreco, M.F., & Broer, S.M. (March/April 2003). The paraprofessional conundrum: Why we need alternative support strategies. TASH Connections Newsletter, 29(3/4), 22-23.
Giangreco, M. F., Edelman, S. W., & Broer, S. M. (2003). Schoolwide planning to improve paraeducator supports. Exceptional Children, 70(1), 63-79.
Guay, D. (2003). Paraeducators in the art classrooms: Issues of culture, leadership, and special needs. Studies in Art Education, 45(1), 20-39.
Hemmingsson, H., Borell, L., & Gustavsson, A. (2003). Participation in school: School assistants creating opportunities and obstacles for pupils with disabilities. Occupational Therapy Journal of Research, 23(3), 88-98.
Hill, C. (2003) The role of instructional assistants in regular classrooms: Are they influencing inclusive practices? Alberta Journal of Educational Research, 49(1), 98-100.
Lawlor, L., & Cregan, A. (2003). The evolving role of the special needs assistant: Towards a new synergy. REACH Journal of Special Needs Education in Ireland, 16(2), 82-93.
Likins, M. (2003). NCLB implications for paraprofessionals. Principal Leadership, 3(5), 10-13.
Miller, S. D. (2003). Partners-in-reading: Using classroom assistants to provide tutorial assistance to struggling first-grade readers. Journal of Education for Students Placed at Risk, 8(3), 333-349.
Mueller, P.H. (2003). Building capacity to attract, train, support and retain paraeducators. Williston, VT: Northeast Regional Resource Center.
Muijs, D. & Reynolds, D. (2003). The effectiveness of the use of learning support assistants in improving the mathematics achievement of low achieving pupils in primary school, Educational Research, 45(3), 219-230.
Pickett, A.L., & Gerlach, K. (2003). Supervising paraeducators in school settings: A team approach. (2nd ed.) Austin, TX: Pro-Ed.
Pickett, A. L., Likins, M., & Wallace, T. (2003). The employment and preparation of paraeducators. New York: National Resource Center for Paraprofessionals in Education Related Services.
Robertson, K, Chamberlain, B., & Kasari, C. (2003). General education teachers' relationship with included students with autism. Journal of Autism and Developmental Disorders, 33(2), 123-130.
Schepis, M.M., Reid, D.H., Ownbey, J., & Clary, C. (2003). Training preschool staff to promote cooperative participation among young children with severe disabilities and their classmates. Research & Practice for Persons with Severe Disabilities, 28, 37-41.
Tillery, C. Y., Werts, M. G., Roark, R., & Harris, S. (2003). Perceptions of paraeducators on job retention. Teacher Education and Special Education, 26(2), 118-127.
Wallace, T. (2003). Paraprofessionals. (COPSSE Document No. IB-3). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.
Wilson, V., Schlapp, U., & Davidson, J. (2003). An 'extra pair of hand'? Managing classroom assistants in Scottish primary school. Educational Management & Administration, 31(2), 189-205.
2002
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Balshaw, M., & Farrell, P. (2002). Teacher assistants: Practical strategies for effective classroom support. London: David Fulton.
Black, S. (2002, May). Not just helping hands. American School Board Journal, 189(5), 42-44.
Bugaj, S.J. (2002). Improving the skills of special education paraprofessionals: A rural school district’s model for staff development. Rural Special Education Quarterly, 21(1), 16-24.
Campbell, M. (2002). Paraprofessionals rise to the challenge. Nation at risk? American Teacher, 87 (8), 18.
Doyle, M.B. (2002). The paraprofessionals guide to the inclusive classroom: Working as a team. (2nd ed.). Baltimore: Paul H. Brookes.
French, N. K. (2002). 20 ways to maximize paraprofessional services for students with learning disabilities. Intervention in Schools and Clinic, 38(1), 50-55.
Garner, P. (2002). Now even 'more than just a helper': How Learning Support Assistants see their role in schools. Education Today: Journal of the College of Preceptors, 52(3), 13-19.
Ghere, G., York-Barr, J., & Sommerness, J. (2002). Supporting students with disabilities in inclusive schools: A curriculum for job-embedded paraprofessional development. Minneapolis: Institute on Community Education (University of Minnesota).
Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). Schoolwide planning to improve paraeducator supports: A pilot study. Rural Special Education Quarterly, 21(1), 3-15.
Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2002). "That was then, this is now!" Paraprofessional supports for students with disabilities in general education classrooms. Exceptionality, 10(1), 47-64.
Giangreco, M.F. & Doyle, M.B. (2002). Students with disabilities and paraprofessional supports: Benefits, balance, and band-aids. Focus on Exceptional Children, 34 (7), 1-12.
McDonnell, J., Johnson, J. W., Polychronis, S., & Risen, T. (2002). Effects of embedded instruction on students with moderate disabilities enrolled in general education classes. Education and Training in Mental Retardation and Developmental Disabilities,37(4), 363-377.
Moran, A.m & Abbott, L. (2002). Developing inclusive schools: The pivotal role of teaching assistants in promoting inclusion in special and mainstream schools in Northern Ireland, European Journal of Special Needs Education, 17(2), 161-173.
Morrissette, D., Morrissette, P. J., & Julien, R. (2002, Fall). Paraeducators in education. Essays in Education, 3.
Mueller, P.H. (2002). The paraeducator paradox. Exceptional Parent, 32(9), 64-67.
Railsback, J., Reed, B., & Schmidt, K. (2002). Working together for successful paraeducator services: A guide for paraeducators, teachers, and principals. Northwest Regional Educational Laboratory. Portland, OR.
Riggs, Cathryn G. (2002). Providing administrative support for classroom paraeducators: What’s a building administrator to do? Rural Special Education Quarterly 21(3), 10-14.
Rosenberg, A.S., Robinson, C., Fryer, G.E., (2002). Evaluation of paraprofessional home visiting services for children with special needs and their families. Topics in Early Childhood Special Education, 22(3), 158-168. doi: 1031177/02711214020220030301
Vadasy, P.F., Sanders, E.A., Jenkins, J.R., & Peyton, J.A. (2002). Timing and intensity of tutoring: A closer look at the conditions for effective early literacy tutoring. Learning Disabilities: Research and Practice, 17(4), 227-241.
2001
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Ashbaker, B.Y., & Morgan, J. (2001). Growing roles for teachers' aides. Education Digest, 66(7), 60-65.
Beale, E. W. (2001). Analysis of state standards for paraprofessionals. Journal of Instructional Psychology, 28, 244-248.
Bernstorf, E. D. (2001). Paraprofessionals in music settings. Music Educators Journal, 87(4), 36-40.
Carroll, D. (2001, November/December). Considering paraeducator training, roles, and responsibilities. Teaching Exceptional Children, 34(2), 60-64.
Daniels, V.I. & McBride, A. (2001). Paraeducators as critical team members: Redefining roles and responsibilities. NASSP Bulletin, 85(623), 66-74.
French, Nancy K. (2001). Supervising paraprofessionals: A survey of teacher practices. The Journal of Special Education 35, 41-53.
Gerber, S.B., Finn, J.D., Achilles, C.M., & Boyd-Zaharias, J. (2001). Teacher aides and students' academic achievement. Educational Evaluation and Policy Analysis,23(2), 123-143.
Gerlach, K. (2001). Let's team up: A checklist for paraeducators, teachers, and principals. Washington, DC: National Education Association of the United States.
Giangreco, M.F., Broer, S.M., & Edelman, S.W. (2001). Teacher engagement with students with disabilities: Differences based on paraprofessional service delivery models. Journal of the Association for Persons with Severe Handicaps, 26, 75-86.
Giangreco, M.F., Edelman, S.W., & Broer, S.M. (2001). Respect, appreciation, and acknowledgement of paraprofessionals who support students with disabilities. Exceptional Children, 67, 485-498.
Giangreco, M.F., Edelman, S.W., Broer, S.M., & Doyle, M.B. (2001). Paraprofessional support of students with disabilities: Literature from the past decade. Exceptional Children, 68, 45-63.
IDEA Partnerships (December, 2001). IDEA partnerships paraprofessional initiative: Report to the U.S. Department of Education, Office of Special Education Programs. Arlington, VA: Council for Exceptional Children - ASPIIRE.
Killoran, J., Templeman, T. P., Peters, J., & Udell, T. (2001) Identifying paraprofessional competencies for early intervention and early childhood special education. Teaching Exceptional Children, 34(1), 68-73.
Lacey, P. (2001). The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties. Educational Review, 53(2), 157-167.
Logan, A. (2001). Collaboration between teachers and special needs assistants in mainstream primary schools. REACH Journal of Special Needs Education in Ireland, 15(1), 33-42.
McNally, R. D., Cole, P.G., & Waugh, R. F. (2001). Regular teachers' attitudes to the need for additional classroom support for the inclusion of students with intellectual disability. Journal of Intellectual and Developmental Disability, 26, 257-273.
Minondo, S., Meyer, L.H., & Xin, J.F. (2001). The role and responsibilities of teaching assistants in inclusive education: What's appropriate. The Journal of the Association for Persons with Severe Handicaps, 26,(2) 114-119.
Morgan, J., & Ashbaker, B.Y. (2001). A teacher's guide to working with paraeducators and other classroom aides. Alexandria, VA: Association for Supervision and Curriculum Development.
Morgan, J., & Ashbaker, B.Y. (2001). 20 ways to work more effectively with your paraeducator. Intervention in School and Clinic, 36(4), 230-231.
Mueller, P.H., & Murphy, F.V. (2001). Determining when a student requires paraeducator support. TEACHING Exceptional Children, 33(6), 22-27.
Rea, P. (January 2001). Paraprofessionals: Training for success. Quinlan's Special Education Law Bulletin, 7(1), 1-2.
Riggs, C.G. (2001, January/February). Ask the paraprofessionals: What are your training needs? TEACHING Exceptional Children, 33(3), 78-83.
Riggs, C. G., & Mueller, P.H. (2001). Employment and utilization of paraeducators in inclusive settings. Journal of Special Education 35(1), 54-62.
Russotti, J. & Rona, S. (2001). In-service training for teacher assistants and others who work with students with visual impairments. Journal of Visual Impairment & Blindness, 95(8), 483-487.
Schepis, M. M., Reid, D. H., Ownbey, J., & Parsons, M. B. (2001). Training support staff to embed teaching within natural routines of young children with disabilities in an inclusive preschool. Journal of Applied Behavior Analysis, 34, 313-327.
Skar, L., & Tamm, M. (2001). My assistant and I: Disabled children's and adolescents' roles and relationships to their assistants. Disability and Society, 16, 917-931.
Wallace, T., Shin, J., Bartholomay, & T., Stahl, B. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520-533.
Werts, M.G., Zigmond, N., & Leeper, D.C. (2001) Paraprofessional proximity and academic engagement: Students with disabilities in primary aged classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 36(4). 424-440.
2000
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Allred, D. M., Morgan, J., & Ashbaker, B. Y. (2000). Available but not accessed: Resources to enhance paraeducators’ skills and knowledge. Theories and Practices in Supervision and Curriculum 11, 68-63.
Ashbaker, B.& Morgan, J. (2000, January). Bilingual paraeducators: What we can learn from Rosa. NASSP Bulletin, 84(612), 53-56.
Downing, J.E., Ryndak, D.L., & Clark, D. (2000). Paraeducators in inclusive classrooms. Remedial and Special Education, 21(3), 171-181.
Dover, W. (2000). The classroom teacher's guide for working with paraeducators: Video. National Professional Resources, Inc.
Drecktrah, M.E. (2000, Spring). Preservice teachers' preparation to work with paraeducators. Teacher Education and Special Education, 12(2), 157-164.
Farrell, P., Balshaw, M., & Polat, F. (2000). The work of learning support assistants in mainstream schools: Implications for school psychologists. Educational and Child Psychology, 17(2), 66-76.
Fluery, M. L. (2000). Confidentiality issues with substitutes and paraeducators. TEACHING Exceptional Children, 33(1), 44-45.
French, N. K. (2000). Topic #3: Taking time to save time: Delegating to paraeducators. TEACHING Exceptional Children, 32(3), 79-83.
Jenkins, J.R., Vadasy, P.F., Firebaugh, M., & Profilet, C. (2000). Tutoring first-grade struggling readers in phonological reading skills. Learning Disabilities Research and Practice, 15, 75-84.
Katsiyannis, A., Hodge, J., & Lanford, A. (2000). Paraeducators: legal and practice considerations. Remedial and Special Education, 21(5), 297-304.
Lasater, M. W., Johnson, M. M., & Fitzgerald, M. (2000). Completing the education mosaic: Paraeducator professional development options. Teaching Exceptional Children, 33(1), 46-51.
Morgan, J., Ashbaker, B.Y., & Allred, D. (2000). Providing training for paraeducators: What motivates them to attend? The Researcher: A Publication of the Northern Rocky Mountain Educational Research Association 15(1), 50-55.
Morgan, J., Ashbaker, B.Y., & Forbush,D. (2000, November/December). Special helpers. American School Board Journal, 187(1), 54-56.
O'Shaughnessy, T. E., & Swanson, L. (2000). A comparison of two reading interventions for children with reading disabilities. Journal of Learning Disabilities, 33, 257-277.
Rose, R. (2000). Using classroom support in the primary school: A single case study. British Journal of Special Education, 27(4), 191-196.
Singh, P. (2000). Local and official forms of symbolic control: An Australian case study of the pedagogic work of para-educational personnel. International Journal of Inclusive Education, 4(1), 3-21.
Vadasy, P.F., Jenkins, J.R., & Poole, K. (2000). Effects of tutoring in phonological and early reading skills on students at risk for reading disabilities. Journal of Learning Disabilities, 33, 579-590.
1999
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Brown, L., Farrington, K., Ziegler, M., Knight, T., & Ross, C. (1999). Fewer paraprofessionals and more teachers and therapists in educational programs for students with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 24(4), 250-253.
French, N.K. (1999). Topic #1 Paraeducators: Who are they and what do they do? TEACHING Exceptional Children, 32(1), 65-69.
French, N. K. (1999). Topic #2 Paraeducators and teachers: Shifting roles. TEACHING Exceptional Children, 32(2), 69-73.
French, N.K., & Chopra, R. (1999). Parent perspectives on the roles of paraprofessionals. Journal of the Association for Persons with Severe Handicaps, 24(4), 259-272.
Freschi, D.F. (1999). Guidelines for working with one-to-one aides. TEACHING Exceptional Children, 31(4), 42-47.
Giangreco, M. F., Broer S. M., & Edelman, S. W. (1999). The tip of the iceberg: Determining whether paraprofessional support is needed for students with disabilities in general education settings. Journal of the Association for Persons with Severe Handicaps, 24(4), 281-291.
Giangreco, M.F., CichoskiKelly, E., Backus, L., Edelman, S., Broer, S., CichoskiKelly, C., & Spinney, P. (1999, March). Developing a shared understanding: Paraeducator supports for students with disabilities in general education. TASH Newsletter, 25(1), 21-23.
Jerwood, L. (1999). Using special needs assistants effectively. British Journal of Special Education, 26(3), 127-129.
Marks, S.U., Schrader, C., & Levine, M. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own? Exceptional Children, 65(3), 315-328.
National Joint Committee on Learning Disabilities. (1999). Learning disabilities: Use of paraprofessionals. Learning Disabilities Quarterly, 22(1), 23-30.
Palladino, P., Cornoldi, C., Vianello, R., Scruggs, T. & Mastropieri (1999). Paraprofessionals in Italy: Perspectives from an inclusive country. Journal of the Association for Persons with Severe Handicaps, 24(4), 254-258.
Parsons, M.B., & Reid, D.H. (1999). Training basic teaching skills to paraeducators of students with severe disabilities: A one-day program. TEACHING Exceptional Children, 31(4), 48-55.
Pickett, A. L. (1999). Strengthening and supporting teacher/provider-paraeducator teams: Guidelines for paraeducator roles, supervision, and preparation. New York, New York: City University of New York, National Resource Center for Paraprofessionals in Education and Related Services.
Potter, C.A. & Richardson, H.R. (1999). Facilitating classroom assistants' professional reflection through video workshops. British Journal of Special Education 26 (1), 34-36.
Rogan, P., & Held, M. (1999). Paraprofessionals in job coach roles. Journal of the Association for Persons with Severe Handicaps, 24(4), 273-280.
Rueda, R. & DeNeve, C. (1999), How paraeducators build cultural bridges in diverse classrooms. Reaching Today's Youth: The Community Caring Journal, vol. 3(2), 53-55.
Shukla, S., Kennedy, C.H., & Cushing, L.S. (1999). Intermediate school students with severe disabilities: Supporting their education in general education classrooms. Journal of Positive Behavior Interventions, 1(3), 130-140.
1998
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Demchak, M. A. & Morgan, C.R. (1998). Effective collaboration between professionals and paraprofessionals. Rural Special Education Quarterly, 17 (1), 10-15.
Ernsperger, L.A. (1998, Summer). Using a paraeducator to facilitate school reentry. Reaching Today’s Youth: Community Circle of Caring Journal, 2(4), 9-12.
French, N. K. (1998). Paraprofessional Academy. Denver, CO: University of Colorado at Denver, Center for Collaborative Educational Leadership.
French, N. K. (1998). Working together: Resource teachers and paraeducators. Remedial and Special Education, 19, 357-368.
Hadadian, A., & Yssel, N. (1998). Changing roles of paraeducators in early childhood special education. Infant-Toddler Intervention, 8(1), 1-9.
Kotkin, R. (1998). The Irvine paraprofessional program: Promising practice for serving students with ADHD. Journal of Learning Disabilities, 31(6), 556-564.
LeTendre, M.J. (1998). Paraprofessionals: A resource for tomorrow's teachers. Journal of Education for Students Placed At Risk, 3(2), 107-110.
Maag, J. W., Vasa, S. F., & Reid, R. (1998). Frequency of interventions used by paraeducators with students with emotional and behavioral disorders. Psychological Reports, 82, 1121-1122.
Morgan, J., Ashbaker, B.Y., & Forbush, D. (1998). Strengthening the teaching team: Teachers and para-professionals build their team power. Support for Learning (British Journal of Learning Support), 13(3), 115-117.
O'Connor, J., & French, R. (1998). Paraprofessionals' attitudes toward inclusion of students with disabilities in physical education. Perceptual and Motor Skills, 86, 89.
Steckelberg, A.L., & Vasa, S.F. (1998). How paraeducators learn on the web. TEACHING Exceptional Children, 30(5), 54-59.
Villegas, A.M., & Clewell, B.C. (1998). Increasing teacher diversity by tapping the paraprofessional pool. Theory Into Practice, 37(2), 121-130.
1997
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French, N. K., & Pickett, A.L. (1997). Paraprofessionals in special education: Issues for teacher educators. Teacher Education and Special Education, 20(1), 61-73.
Giangreco, M.F., Edelman, S., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7-18.
Hall, L.J., & Macvean, M.L. (1997). Increases in the communicative behaviors of students with cerebral palsy as a result of feedback to, and the selection of goals by, paraprofessionals. Behaviour Change, 14(3), 174-184.
Hansen, D. (1997). Use of focus-group needs assessment for planning paraprofessional staff development in Iowa's education settings. Journal of Children's Communication Development, 18(1), 81-90.
Hilton, A., & Gerlach, K. (1997). Employment, preparation and management of paraeducators: Challenges to appropriate services for students with developmental disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 71-77.
Johnson, M.M., Lasater, M.W., & Fitzgerald, M.M. (1997). Paraeducator: Not just an aide. Journal of Staff Development, 18(1), 6-11.
Macvean, M.L., & Hall, L.J. (1997). The integration assistant: Benefits, challenges and recommendations. Australian Disability Review, 2/97, 3-9.
Margerison, A. (1997). Class teachers and the role of classroom assistants in the delivery of special educational needs. Support for
Learning, 12(4), 166-169.
Morgan, J., & Hofmeister, A.M. (1997). Staff development curricula for the paraeducator: Observations from the research. CASE in Point 10(2), 37-41.
Nittoli, J.M., & Giloth, R.P. (1997). New careers revisited: Paraprofessional job creation for low-income communities. Social Policy, 28(2), 44-61.
Pickett, A.L., & Gerlach, K. (1997). Supervising paraeducators in school settings: A team approach. Austin, TX: Pro-Ed.
Radaszewski-Byrne, M. (1997). Issues in the development of guidelines for the preparation and use of speech-language paraprofessionals and their SL supervisors working in education settings. Journal of Children's Communication Development, 18(1), 5-22.
U.S. Department of Education (1997). Roles for education paraprofessionals in effective schools: An idea book. Washington, DC: Author.
Vadasy, P.F., Jenkins, J.R., Antil, L. R., Wayne, S.K., & O'Connor, R. E. (1997). The effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers. Learning Disabilities Quarterly, 20, 126-139.
Vadasy, P.F., Jenkins, J.R., Antil, L. R., Wayne, S.K., & O'Connor, R. E. (1997). Community-based early reading intervention for at-risk first graders. Learning Disabilities: Research and Practice, 12, 29-39.
Young, B., Simpson, R., Smith Myles, B., & Kamps, D.M. (1997). An examination of paraprofessional involvement in supporting students with autism. Focus on Autism and Other Developmental Disabilities, 12(1), 31-38, 48.
1996
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Erwin, E. (1996). Meaningful participation in early childhood general education: Exploring the use of natural supports and adaptive strategies. Journal of Visual Impairment and Blindness, 90, 400-411.
French, N.K. (1996). A case study of a speech-language pathologist's supervision of assistants in a school setting: Tracy's story. Journal of Children's Communication Development, 18(1), 103-110.
Haas, E.M. (1996). Necessity: The mother of intervention. A parent's recommendation for the preparation and use of speech-language paraprofessionals in education settings. Journal of Children's Communication Development, 18(1), 111-114.
Hammeken, P.A. (1996). Inclusion: An essential guide for the paraprofessional. Minnetonka, MN: Peytral Publications.
Hansen D. (1996). Use of focus-group needs assessment for planning paraprofessional staff development in Iowa's education settings. Journal of Children's Communication Development, 18(1), 81-89.
Wadsworth, D. E., & Knight, D. (1996). Paraprofessionals: The bridge to successful full inclusion. Intervention in School and Clinic, 31(3), 166-171.
Werts, M G., Wolery, M., Snyder, E., & Caldwell, N. (1996). Teachers' perceptions of the supports critical to the success of inclusion programs. Journal of the Association for Persons with Severe Handicaps, 21(1), 9-21.
1995
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Baskind, S., & Thompson, D. (1995). Using assistants to support the educational needs of pupils with learning difficulties: The sublime or the ridiculous? Educational and Child Psychology, 12, 46-57.
Benshoff, J.J., Eckert, J.M., Riggar, T.F., & Taylor, D.W. (1995). Parameters of paraprofessionalism: Exploring the myths and realities associated with paraprofessionals in rehabilitation settings. Journal of Rehabilitation Administration, 19, 133-143.
Hall, L.J., McClannahan, L.E., & Krantz, P.J. (1995). Promoting independence in integrated classrooms by teaching aides to use activity schedules and decreased prompts. Education and Training in Mental Retardation and Developmental Disabilities, 30, 208-217.
Kennedy, J.H. (1995). Teachers, student teachers, paraprofessionals, and young adults' judgments about the acceptable use of corporal punishment in the rural south. Education and Treatment of Children, 18(1), 53-64.
Kotkin, R. A. (1995). The Irvine paraprofessional program: Using paraprofessionals in serving students with ADHD. Intervention in School and Clinic, 30(4), 235-240.
Martella, R.C., Marchand-Martella, N.E., Miller, T.L., Young, K.R., & Macfarlane, C.A. (1995). Teaching instructional aides and peer tutors to decrease problem behaviors in the classroom. Teaching Exceptional Children, 27(2), 53-56.
Salzberg, C.L., & Morgan, J. (1995). Preparing teachers to work with paraeducators. Teacher Education and Special Education, 18, 49-55.
Welch, M., Richards, G., Okada, T., Richards, J., & Prescott, S. (1995). A consultation and paraprofessional pull-in system of service delivery: A report on student outcomes and teacher satisfaction. Remedial and Special Education, 16(1), 16-28.
1994
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Boomer, L.W. (1994). The utilization of paraprofessionals in programs for students with autism. Focus on Autistic Behavior, 9(2), 1-9.
Harper, V. (1994). Multicultural perspectives in the classroom: Professional preparation for educational paraprofessionals. Action in Teacher Education, XVI(3), 66-78.
Palma, G. M. (1994). Toward a positive and effective teacher and paraprofessional relationship. Rural Special Education Quarterly, 13(4), 46-48.
Passaro, P. D., Pickett, A. L., Latham, G., & HongBo, W. (1994). The training ands support needs of paraprofessionals in rural and special education. Rural Special Education Quarterly, 13(4), 3-9.
Reinoehl, R.B., & Halle, J.W. (1994). Increasing the assessment probe performance of teacher aides through written prompts. Journal of the Association for Persons with Severe Handicaps, 19, 32-42.
Watkins, S., Clark, T., Strong, C., & Barringer, D. (1994). The effectiveness of an intervener model of services for young deaf-blind children. American Annals of the Deaf, 139 (4), 404-409.
Wolery, M., Martin, C.G., Schroeder, C., Huffman, K., Venn, M.L., Holcombe, A., Brookfield, J., & Fleming, L. (1994). Employment of educators in preschool mainstreaming: A survey of general early educators. Journal of Early Intervention, 18(1), 64-77.
1993
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Clayton, T. (1993). From domestic helper to "assistant teacher": the changing role of the British classroom assistant. European Journal of Special Needs Education, 8(1), 32-44.
Elrod, G. F., Insko, L., & Williams, L. (1993). A descriptive study of instructional assistants in rural and remote eastern Oregon: Implications for professional development. Rural Special Education Quarterly, 12 (4), 22-30.
Epanchin, B.C., & Wooley-Brown, C. (1993). A university-school district collaborative project for preparing paraprofessionals to become special educators. Teacher Education and Special Education, 16(2), 110-123.
French, N.K., & Cabell, E.A. (1993). Are community college programs for paraeducators feasible? Community College Journal of Reserach and Practice, 17(2), 131-140.
Jones, K.H., & Bender, W.N. (1993). Utilization of paraprofessionals in special education: A review of the literature. Remedial and Special Education, 14, 7-14.
Martella, R.C., Marchand-Martella, N.E., Macfarlane, C.A., & Young, K.R. (1993). Improving classroom behavior of a student with severe disabilities via paraprofessional training. British Columbia Journal of Special Education, 17, 33-44.
Storey, K., Smith, D.J., & Strain, P.S. (1993). Use of classroom assistants and peer-mediated intervention to increase integration in preschool settings. Exceptionality, 4, 1-16.
1992
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Blalock, G., Rivera, D., Anderson, K., & Kottler, B. (1992). A school district/university partnership in paraprofessional training. LD Forum, 17(3), 29-36.
Fletcher-Campbell, F. (1992). How can we use an extra pair of hands? British Journal of Special Education, 19(4), 141-143.
1991
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Blalock, G. (1991). Paraprofessionals: Critical team members in our special education programs. Intervention in School and Clinic, 36, 200-214.
Coufal, K.L., Steckelberg, A.L., & Vasa, S.F. (1991). Current trends in the training and utilization of paraprofessional in speech and language programs: A report on an eleven-state survey. Language, Speech, and Hearing Services in Schools, 22, 51-59.
Giangreco, M. F., Edelman, S., & Dennis, R. (1991). Common professional practices that interfere with the integrated delivery of related services. Remedial and Special Education, 12(2), 16-24. DOI: 10.1177/074193259101200205
Lamont, L. L.., & Hill, J. L. (1991). Roles and responsibilities of paraprofessionals in the regular elementary classroom. British Columbia Journal of Special Education, 15(1), 1-24.
Morehouse, J.A., & Albright,L. (1991). The training trends and needs of paraprofessionals in transition service delivery agencies. Teacher Education and Special Education, 14(4), 248-256.
1990
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Glang, A., Gersten, R., & Singer, G. (1990). Computer-assisted video instruction in training paraprofessionals to teach brain-damaged clients. Journal of Special Education Technology, 10(3), 137-46.
Miramontes, O.B. (1990). Organizing for effective paraprofessional services in special education: A multilingual/multiethnic instructional service model. Remedial and Special Education, 12, 29-36.
