A process analysis of nonprofessional intervention with children

Process analysis research methodology was used to examine the interactions between 41 nonprofessional child-aides and 166 primary graders with school maladaptation in 11 urban and suburban schools. Sixty-five percent of the interaction time was spent in play activities, 15% each in conversation and tutoring. Urban schools had more tutoring, while suburban schools emphasized socialization and relation building. Learning disability children had more tutoring time and acting out children more problem conversation. Aides' personal and attitudinal attributes related to process measures. The findings indicate the feasibility and usefulness of process analysis for studying the helping interventions of nonprofessional workers.