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

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

Authors
Walker, V. L. Coogle, C. G. Lyon, K. J. Turf, M.
Year
2021
Journal
Psychology in the Schools
Volume
58
Pages
686-701
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. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

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Type of intervention

Treatment and Child Welfare Interventions

Topic

Mental Health Problems and Disorders

Autism Spectrum Disorder

Intervention

The organization of interventions

School/Preschoolbased Interventions

Age group

Preschool Aged Children (3-5 years)

School Aged Children (6-12 years)

Adolescents (13-18 years)

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