A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder
The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated interv...
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| Veröffentlicht in: | Psychology in the schools 2021-04, Vol.58 (4), p.686-701 |
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| container_title | Psychology in the schools |
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| creator | Walker, Virginia L. Coogle, Christan Grygas Lyon, Kristin J. Turf, Mindi |
| description | The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau‐U across student participants. Overall, paraprofessional‐implemented interventions resulted in large to very large changes across a range of student outcomes and intervention conditions. Interventions delivered by paraprofessionals in inclusive school settings and within the context of whole group instructional arrangements resulted in significant changes in student outcomes as compared to interventions delivered in self‐contained classrooms and within one‐to‐one and small group instructional arrangements. We present implications for research and practice and discuss limitations. |
| doi_str_mv | 10.1002/pits.22380 |
| format | Article |
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We present implications for research and practice and discuss limitations.</description><subject>Autism</subject><subject>autism spectrum disorder</subject><subject>Classrooms</subject><subject>Direct Instruction</subject><subject>Educational Environment</subject><subject>Environmental Influences</subject><subject>Group Instruction</subject><subject>Inclusion</subject><subject>Intervention</subject><subject>Meta-analysis</subject><subject>paraprofessional</subject><subject>Paraprofessional School Personnel</subject><subject>Paraprofessionals</subject><subject>Pervasive Developmental Disorders</subject><subject>Program Effectiveness</subject><subject>Self Contained Classrooms</subject><subject>single‐case design</subject><subject>Students</subject><subject>Systematic review</subject><subject>Teaching Methods</subject><issn>0033-3085</issn><issn>1520-6807</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2021</creationdate><recordtype>article</recordtype><sourceid>7QJ</sourceid><recordid>eNp9kEtLxDAUhYMoOI5u3AsBd0L1JukjXYr4RFBQ1yUmtxiZ2pqbOszOn-Bv9JcYrbh0cx-cjwPnMLYr4FAAyKPBRzqUUmlYYzNRSMhKDdU6mwEolSnQxSbbInoGgKqWesbomHcYzef7h3kxi1X0lgd887jkfcsHE8wQ-haJfJ_kRPluWGCHLxEd92mGt3QnkXjbB05xdOknvvTxiZsxeuo4DWhjGDvuPPXBYdhmG61ZEO787jl7ODu9P7nIrm_OL0-OrzOrpIIsr3Sb19YWVelyp62yYJR0tXYlQKkeS41aoCt0nTusjKmKvMQ6rx-trguwSs3Z_uSbMryOSLF57seQclAjCxC61Cr5zNnBRNnQEwVsmyH4zoRVI6D5LrX5LrX5KTXBexOMwds_8PRKSF0pUSddTPrSL3D1j1Nze3l_N3l-AcR_iAY</recordid><startdate>202104</startdate><enddate>202104</enddate><creator>Walker, Virginia L.</creator><creator>Coogle, Christan Grygas</creator><creator>Lyon, Kristin J.</creator><creator>Turf, Mindi</creator><general>Wiley</general><general>Wiley Subscription Services, Inc</general><scope>7SW</scope><scope>BJH</scope><scope>BNH</scope><scope>BNI</scope><scope>BNJ</scope><scope>BNO</scope><scope>ERI</scope><scope>PET</scope><scope>REK</scope><scope>WWN</scope><scope>AAYXX</scope><scope>CITATION</scope><scope>7QJ</scope><orcidid>https://orcid.org/0000-0003-3248-7290</orcidid></search><sort><creationdate>202104</creationdate><title>A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder</title><author>Walker, Virginia L. ; Coogle, Christan Grygas ; Lyon, Kristin J. ; Turf, Mindi</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c3230-478f49cc576d4d8c3c0a32d98d60063b68e81ed5894de7aa7546e949bc8950c33</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2021</creationdate><topic>Autism</topic><topic>autism spectrum disorder</topic><topic>Classrooms</topic><topic>Direct Instruction</topic><topic>Educational Environment</topic><topic>Environmental Influences</topic><topic>Group Instruction</topic><topic>Inclusion</topic><topic>Intervention</topic><topic>Meta-analysis</topic><topic>paraprofessional</topic><topic>Paraprofessional School Personnel</topic><topic>Paraprofessionals</topic><topic>Pervasive Developmental Disorders</topic><topic>Program Effectiveness</topic><topic>Self Contained Classrooms</topic><topic>single‐case design</topic><topic>Students</topic><topic>Systematic review</topic><topic>Teaching Methods</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Walker, Virginia L.</creatorcontrib><creatorcontrib>Coogle, Christan Grygas</creatorcontrib><creatorcontrib>Lyon, Kristin J.</creatorcontrib><creatorcontrib>Turf, Mindi</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>CrossRef</collection><collection>Applied Social Sciences Index & Abstracts (ASSIA)</collection><jtitle>Psychology in the schools</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Walker, Virginia L.</au><au>Coogle, Christan Grygas</au><au>Lyon, Kristin J.</au><au>Turf, Mindi</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1287319</ericid><atitle>A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder</atitle><jtitle>Psychology in the schools</jtitle><date>2021-04</date><risdate>2021</risdate><volume>58</volume><issue>4</issue><spage>686</spage><epage>701</epage><pages>686-701</pages><issn>0033-3085</issn><eissn>1520-6807</eissn><abstract>The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. 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| ispartof | Psychology in the schools, 2021-04, Vol.58 (4), p.686-701 |
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| language | eng |
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| source | Applied Social Sciences Index & Abstracts (ASSIA); Education Source; Wiley Online Library Journals Frontfile Complete |
| subjects | Autism autism spectrum disorder Classrooms Direct Instruction Educational Environment Environmental Influences Group Instruction Inclusion Intervention Meta-analysis paraprofessional Paraprofessional School Personnel Paraprofessionals Pervasive Developmental Disorders Program Effectiveness Self Contained Classrooms single‐case design Students Systematic review Teaching Methods |
| title | A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder |
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