A Training Module for Paraeducators Using HLP: Social/Emotional/ Behavioral for Teaching Social Behavior

Date of Award

Fall 12-14-2023

Document Type

Project Abstract (696 or 796 registration)

Degree Name

Master of Science in Special Education


Graduate Studies

Committee Chair

Marci Glessner


Paraeducators, Training, High-Leverage Practices, Social/Emotional/Behavioral


Paraeducators have an important role in schools today, especially in their work in the field of special education assisting students who qualify for special education under the Individuals with Disabilities Education Act (IDEA). These students may need direct services and care for adaptive, behavioral, social-emotional, and health care, as well as instructional support in academics such as reading, writing, or math (Christenson, 2013, p. 3). Though paraeducators are a huge support to these individuals in the school system, numerous researchers have documented that the training they are provided with is limited and often overlooked due to the overwhelming need for direct paraeducator support for students (Brock & Anderson, 2021). If paraeducators are not given the appropriate training, how can they be sure they are completing tasks correctly and scaffolding student behavior and learning? This capstone project reviewed paraeducator roles, topics and types of training currently provided to paraeducators, and the high-leverage practices from Council for Exceptional Children (Council for Exceptional Children, 2023; Collaboration for Effective Educator Development Accountability and Reform, 2023). Based on the literature review, a training module was created to better prepare paraeducators while supporting the students for whom they are responsible.

Abstract only: No full text available.