This article describes an effective model for employing paraprofessionals to provide behavioral support for students in a general education setting. Behavioral health assistants (BHAs) worked under the supervision of school psychologists and counselors and provided behavioral interventions for students with behavioral goals on their individualized education programs or served a preventive function for students with elevated risk factors who had been referred to multidisciplinary teams due to problem behavior. Descriptive information about the BHA program is provided regarding (a) average numbers of students served; (b) most frequent types of interventions and supports; (c) types of problem behaviors addressed; (d) changes to students’ grades during the period they received services; and (e) the acceptability of the program among school teachers, administrators, BHAs, and other school personnel.
Appl, D. ( 2006). First-year early childhood special education teachers and their assistants: "Teaching along with her." Teaching Exceptional Children, 38, 34-40.
2.
Brown, L., Farrington, K., Knight, T., Ross, C., & Ziegler, M. ( 1999). Fewer paraprofessionals and more teachers and therapists in educational programs for students with significant disabilities . Journal of the Association for Persons With Severe Handicaps , 24, 250-253.
3.
Crone, D.A., Horner, R.H., & Hawken, L.S. ( 2004). Responding to problem behavior in schools: The Behavior Education Program. New York: Guilford .
4.
Fister, S. ( 2002). Cool kids: A proactive approach to social responsibility . Longmont, CO: Sopris West.
5.
Ghere, G., & York-Barr, J. ( 2003). Employing, developing, and directing special education paraprofessionals in inclusive education programs: Findings from a multi-site case study. Minneapolis: Institute on Community Integration (UCEDD) & Department of Educational Policy and Administration, University of Minnesota. Retrieved October 28, 2007, from http://www.acres-sped.org/publications/
6.
Giangreco, M.F. ( 2003). Working with paraprofessionals. Educational Leadership, 61, 50-53.
7.
Giangreco, M.F., & Broer, S.M. ( 2005). Questionable utilization of paraprofessionals in inclusive schools: Are we addressing symptoms or causes? Focus on Autism and Other Developmental Disabilities, 20, 10-26.
8.
Giangreco, M.F., & Doyle, M.B. ( 2007). Teacher assistants in inclusive schools. In L. Florian (Ed.), The Sage handbook of special education (pp. 429-439). London: Sage.
9.
Giangreco, M.F., Smith, C.S., & Pinckney, E. ( 2006). Addressing the paraprofessional dilemma in an inclusive school: A program description. Research and Practice for Persons With Severe Disabilities, 31, 215-229.
10.
Lohrmann, S., & Bambara, L.M. ( 2006). Elementary education teachers’ beliefs about essential supports needed to successfully include students with developmental disabilities who engage in challenging behaviors. Research and Practice for Persons With Severe Disabilities, 31, 157-173.
11.
Malmgren, K.W., & Causton-Theoharis, J.N. (2006). Boy in a bubble: Effects of paraprofessional proximity and other pedagogical decisions on the interactions of a student with behavioral disorders. Journal of Research in Childhood Education, 20, 301-312.
12.
Mandt, D. ( 1993). The Mandt System for Managing People. Richardson, TX: David Mandt.
13.
McConnell, K., & Ryser, G. ( 2000). Practical ideas that really work for students with Aspergers . Austin, TX: ProEd .
14.
McConnell, K., & Ryser, G. ( 2005). Practical ideas that really work for students with ADHD . Austin, TX: ProEd.
15.
McConnell, K., & Ryser, G. ( 2006). Practical ideas that really work for students with autism spectrum disorders. Austin, TX: ProEd.
16.
National Educational Association. (2005). Paraeducators and IDEA 2004: Knowledge, skills and advocacy: A training guide . Retrieved March 28, 2008, from http://www.nea.org/esphome/nearesources/para-idea04.html
17.
Patterson, K.B. ( 2006). Roles and responsibilities of paraprofessionals: In their own words. Teaching Exceptional Children, 2. Retrieved November 1, 2007, from http://escholarship.bc.edu/education/tecplus/v012/iss5/art1
Sable, J., & Garofano, A. ( 2007). Public Elementary and Secondary School Student Enrollment, High School Completions, and Staff From the Common Core of Data: School Year 2005-06 (NCES 2007-352). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education , Washington, DC.
20.
Sprick, R., Garrison, M., & Howard, L.M. ( 2000). ParaPro: Supporting the instructional process . Frederick, CO: Sopris West.
21.
Todd, A.W., Horner, R.H., Sugai, G., & Colvin, G. ( 1999). Individualizing school-wide discipline for students with chronic problem behaviors: A team approach. Effective School Practices, 17, 72-82.
22.
U.S. Department of Education. (2007). Title 1 paraprofessionals. Retrieved October 30, 2007 , from http://www.ed.gov/admins/tchrqual/learn/hqs/edlite-index.html
