Title

Paraprofessional-Implemented Systematic Instruction for Students with Disabilities: A Systematic Literature Review

Document Type

Article

Journal/Book Title/Conference

Education and Training in Autism and Developmental Disabilities

Volume

55

Issue

3

Publisher

Council for Exceptional Children * Division on Autism and Developmental Disabilities

Publication Date

9-1-2020

First Page

303

Last Page

317

Abstract

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.

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