A meta‐analytic review of paraprofessional‐implemented interventions for students with autism spectrum disorder

The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated interv...

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Bibliographic Details
Published in:Psychology in the schools 2021-04, Vol.58 (4), p.686-701
Main Authors: Walker, Virginia L., Coogle, Christan Grygas, Lyon, Kristin J., Turf, Mindi
Format: Article
Language:English
Subjects:
Autism
autism spectrum disorder
Classrooms
Direct Instruction
Educational Environment
Environmental Influences
Group Instruction
Inclusion
Intervention
Meta-analysis
paraprofessional
Paraprofessional School Personnel
Paraprofessionals
Pervasive Developmental Disorders
Program Effectiveness
Self Contained Classrooms
single‐case design
Students
Systematic review
Teaching Methods
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Summary:The purpose of this meta‐analysis was to summarize single‐case design studies in which paraprofessionals delivered interventions to students with autism spectrum disorder in school settings. We descriptively analyzed participant and intervention characteristics and study quality and estimated intervention effect using Tau‐U across student participants. Overall, paraprofessional‐implemented interventions resulted in large to very large changes across a range of student outcomes and intervention conditions. Interventions delivered by paraprofessionals in inclusive school settings and within the context of whole group instructional arrangements resulted in significant changes in student outcomes as compared to interventions delivered in self‐contained classrooms and within one‐to‐one and small group instructional arrangements. We present implications for research and practice and discuss limitations.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.22380