Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms

This study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school district, assessed historical data. Using a pretest/posttest quasi-experimental design, thirty-five first-year paraprofessionals underwent structured training across three modules. Results demonstrated significant knowledge gains: Module One saw a 14% increase, Module Two a 16% increase, and Module Three an 8% increase. These findings underscore the importance of targeted professional development in enhancing paraprofessionals' effectiveness in ABA-based classrooms for students with ASD.