ERIC Number: EJ1240218
Record Type: Journal
Publication Date: 2018
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1175-9232
EISSN: N/A
Professional Learning and Development for Teacher Aides Working to Support Students with Challenging Behaviour: What Are the Needs? What Works? A Review of the Literature
Leslie, Andree
Kairaranga, v19 n2 p47-53 2018
The role of teacher aides (TAs)1 has increased in complexity and includes working to support students with challenging behaviour. This review examines the professional learning and development (PLD) needs of TAs who work with students with challenging behaviour and the types of PLD which are effective. TAs feel underprepared for behaviour work and want PLD which teaches specific behaviour strategies, is practical, hands-on and which can be translated into real-world contexts. Effective PLD focuses on specific interventions, is taught using modelling demonstrations, and gives TAs opportunities to practise skills and to receive feedback. In combination with practical demonstrations and performance feedback, follow-up training and coaching increases the fidelity with which behaviour interventions are implemented. PLD which aligns with the real needs of TAs, is delivered using accepted learning designs and which is sufficiently resourced is more likely to be effective. This paper examines some models of PLD which are effective.
Descriptors: Professional Development, Teacher Aides, Behavior Problems, Student Behavior, Educational Needs, Experiential Learning, Demonstrations (Educational), Feedback (Response), Coaching (Performance), Intervention, Foreign Countries, Classroom Techniques, Program Effectiveness
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Publication Type: Journal Articles; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand
Grant or Contract Numbers: N/A