Many studies have indicated that children with challenging behaviors often disrupt the classroom environment and teachers rely highly on the paraprofessionals to support classroom management. However, data also indicate the paraprofessionals rarely receive adequate training for this role. To address this problem, this project developed and delivered a training workshop for paraprofessionals that focused on using positive behavior support tools to address students’ disruptive behaviors. Specifically, the workshops covered providing across and within-activity choices, utilizing individual visual schedules, and using a high ratio of positive to negative statements. Each of these strategies are strongly supported in the empirical literature and have been shown to decrease students’ challenging behavior in the classroom. Through presentation, discussion, modeling, coaching and individual observation sessions by the facilitator, the program aimed to enrich the role of the paraprofessional to best support special education students in inclusive elementary school classrooms. A properly supported staff can lead to brighter outcomes for all involved, but ultimately, for the students with whom paraprofessionals interact on a daily basis.
