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An analysis of the relationships among paraprofessional staffing patterns, instructional variables, and academic responding in special education resource classrooms
Abstract
Paraprofessionals are widely used to assist teachers in special education programs, yet a review of the literature found only limited evidence of their effectiveness in improving instructional outcomes in resource rooms. Literature on the benefits of paraprofessionals in special education programs was synthesized into a theoretical model of paraprofessional effectiveness. The model predicted that the addition of the paraprofessional would affect the student-adult ratio, methods of instructional delivery, the quality of instruction, and the academic responding time of students. Observational data gathered with the CISSAR (Stanley & Greenwood, 1983) and the CISSAR Supplement (Peterson & Conoley, 1987) were used to validate the model. Student-adult ratios were significantly (p $<$.05) lower in resource rooms with paraprofessionals. Differences in the methods of instructional delivery, for the most part, were not demonstrated. Resource rooms showed no significant differences (p $>$.05) in the proportion of time in entire group, small group, and individual instruction or in the types of subject areas addressed. No significant differences (p $>$.05) were found in the teacher's time spent among students or the amount of teacher's time spent teaching. Resource rooms with paraprofessionals did have significantly more time spent on worksheets while rooms without a paraprofessional had more time spent in paper and pencil and teacher-student discussion. Measures of the quality of instruction provided mixed results. No differences (p $>$.05) in the organization of the resource room or teachers' acceptance of students were found. Resource rooms with paraprofessionals were rated higher on the variety of educational materials. No significant differences (p $>$.05) were found in the rates of academic responding. Further no interactions between the type of grouping structure or the type of academic task were found. From the analysis, it was concluded that additional study of the effect of paraprofessionals on the instructional environment of the special education resources room is warranted. The study raised questions regarding how effectively and efficiently paraprofessionals are being used in special education resource rooms.
Subject Area
Special education|Teacher education
Recommended Citation
Steckelberg, Allen L, "An analysis of the relationships among paraprofessional staffing patterns, instructional variables, and academic responding in special education resource classrooms" (1992). ETD collection for University of Nebraska-Lincoln. AAI9314440.
https://digitalcommons.unl.edu/dissertations/AAI9314440