NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ842003
Record Type: Journal
Publication Date: 2005
Pages: 18
Abstractor: As Provided
Use of School-Based One-to-One Aides for Children Following Traumatic Brain Injury: A Proposed Practice Model
Zabel, T. Andrew; Gray, Robert M.; Gardner, Julie; Ackerman, John
Physical Disabilities: Education and Related Services, v24 n1 p5-22 Fall 2005
One-to-one aides can be an important intervention resource for the reintegration of children into school following traumatic brain injury (TBI). School-based one-to-one aides are typically paraprofessionals assigned to monitor children with TBI throughout the school day. This intervention allows for a continuous feedback and reinforcement schedule to address problematic behavior. Potential drawbacks of this resource, however, include cost, role confusion, and increased dependence upon the one-to-one aide to maintain classroom functioning. Intervention models and goal-planning strategies are needed to help ensure that one-to-one aides intervene in a cost-effective, time-limited manner that contribute to the reacquisition of functional classroom skills as well as decreased reliance upon the one-to-one aide for behavioral control. We present a model for conceptualizing the use of one-to-one aides in the classroom, and discuss intervention strategies to address common problems observed in children following TBI. This model is based upon our combined experience in school reentry following TBI as well as a current understanding of executive functioning, with an emphasis on addressing potential needs in behavioral regulation and goal-directed action. Additionally, general guidelines for the utilization of one-to-one aide in the classroom are proposed. (Contains 6 figures.)
Division for Physical and Health Disabilities, Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A