Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review
Education and Training in Autism and Developmental Disabilities
Council for Exceptional Children * Division on Autism and Developmental Disabilities
The purpose of this systematic literature review was to summarize single-case intervention studies involving paraprofessional-implemented systematic instruction for students with disabilities. In the 19 reviewed studies, 60 paraprofessionals received training to implement systematic instruction with most learning naturalistic language strategies, least-to-most prompting, pivotal response training, or discrete trial training. Researchers delivered paraprofessional training in a majority of cases using both didactic and experiential training methods. Paraprofessionals primarily taught students with autism spectrum disorder and focused on social/communication skills in a one-to-one instructional arrangement. The majority of studies demonstrated positive effects on paraprofessional implementation of systematic instruction and student outcomes. Implications for practice, limitations, and areas for future research are addressed.
Walker, V.L., Douglas, K. H., Douglas, S.N., & D’Agostino, S. (2020). Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review. Education and Training in Autism and Developmental Disabilities. 55(3), 303-317.