A Meta-Analytic Review of Paraprofessional-Implemented Interventions for Students With Autism Spectrum Disorder
Psychology in the Schools
Walker, V. L., Coogle, C. G., et al. (2021).
Psychology in the Schools, 58(4), 686-701.
This meta-analysis investigates paraprofessional-mediated interventions in children on the autism spectrum.
Not stated
Prior to 2018, but not further specified
Single-subject design
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The findings indicated that paraprofessionals with proper training can effectively support students on the autism spectrum. The meta-analysis of the effects of paraprofessional-implemented interventions were calculated using Tau-U (M) and demonstrated the following:
<ul>
<li>interventions were effective across all students (M = 0.81; range = 0 to 1.00);</li>
<li>although effective in both settings, there was a larger effect in inclusive, general education settings (M = 0.85) compared to non-inclusive, self-contained settings (M = 0.72); and</li>
<li>positive student outcomes increased following paraprofessional support in whole group instruction (M = 0.96) compared to paraprofessional support in small group instruction (M = 0.81) or one-to-one support (M = 0.78).</li>
</ul>
