This study was designed to monitor behaviors of three elementary-age students with autism in inclusionary settings relative to paraprofessional proximity and classroom activity. Results are presented for students' on-task behavior, in-seat behavior, self-stimulatory responses, and inappropriate vocalizations based on paraprofessional proximity and instructional activity. Data are also presented for interactions initiated by paraprofessionals, teachers, and the students. Findings are discussed in relation to the use and training of paraprofessionals who are involved in inclusion programs for students with autism as they pertain to study results.
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