Paraprofessional Proximity and Academic Engagement: Students with Disabilities in Primary Aged Classrooms

Abstract

This study examines effects of proximity of a paraprofessional on the academic engagement and type of interaction of primary aged students with substantial disabilities. A single-subject, alternating treatments design (N = 3) was used to investigate the effects of proximity at two positions (less than 2 feet from the student and more than 5 feet from the student) on academic engagement (passive, active, waiting, and non-engaged), and the nature and frequency of interactions between students with substantial disabilities and the paraprofessionals assigned to assist them. The major research question was: In the setting of a general educational classroom, during an academic lesson with age- and functionally-appropriate materials, does proximity of a paraprofessional have an impact on the academic engagement of a student with substantial disabilities?

The results indicate (1) moving a paraprofessional from within 2 feet to a position of more than 5 feet from the student co-occurred with a difference in the number of intervals of academic engagement and non-engagement for the student; (2) students were academically engaged during a significantly higher number of intervals when the paraprofessional was positioned close to the student; and (3) students and paraprofessionals were more likely to be verbally interactive than physically, gesturally, or non-interactive when the student was actively academically engaged.