Affiliations: [a] Virginia Commonwealth University, Rehabilitation Research and Training Center, Richmond, VA, USA
| [b] Virginia Department of Education, Richmond, VA, USA
| [c] Department of Biostatistics, Virginia Commonwealth University, Richmond, VA, USA
Correspondence:
[*]
Address for correspondence: Selena Layden, Virginia Commonwealth University, Rehabiltiation Research and Training Center, 1314 W. Main St., Richmond, VA, USA. E-mail: smjoy@vcu.edu.
Abstract: BACKGROUND:Paraprofessionals play an integral role in educating students with Autism Spectrum Disorder (ASD). Students with ASD have unique learning characteristics which require specialized knowledge and skills in order to support them effectively in schools. However, paraprofessionals often do not receive the training needed to support this student population. OBJECTIVE:Delivering effective professional development to paraprofessionals is essential to the success of these students. METHODS:A model for delivering online professional development to paraprofessionals on a statewide level was implemented and evaluated. RESULTS:The evaluation concentrated on whether the online course changed the perceived knowledge and implementation of evidence-based practices and the attitudes of paraprofessionals toward students with ASD. CONCLUSION:Additionally, the existence of a relationship between occupational characteristics and participants’ reported knowledge was explored.
Keywords: Autism/PDD, paraprofessionals, staff training, special education
