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Paraprofessional support and perceptions of a function-based classroom intervention

ABSTRACT Paraprofessionals carry out behavior interventions for students with challenging behavior in inclusive classroom settings. Examination of paraprofessional involvement in behavior interventions informs how paraprofessionals may best support intervention implementation. The researchers used a withdrawal design to evaluate the effects of a multiple-component intervention primarily conducted by paraprofessionals in decreasing one sixth-grade student's disruptive behavior. They then used a systematic approach to functional behavior assessment to identify the function of the student's behavior and to design an intervention, which was tested using a single-subject design. Results demonstrated a functional relation between the student's disruptive behavior and intervention. Further, the paraprofessionals and classroom teacher regarded the intervention as favorable, suggesting the intervention was feasible and suitable for the student. Discussion includes implications for practice and future research.