This research study involved training paraprofessionals in one special education classroom to implement student IEP in a variety of different settings. Three paraprofessionals participated in this training and with the assistance of the researcher, they determined if the current program at the school site was effective, what some of the reasons were for students not achieving a higher rate of IEP goal success, and if the implementation of a new pilot program helped students become more successful in achieving their IEP goals and benchmarks during a nine-week research period. Through research conducted on the history of paraprofessionals in classrooms and other successful training programs for paraprofessionals, the researcher used model-based and step-by-step training techniques to train and observe the paraprofessionals during the nine-week period. The three participating paraprofessionals were able to successfully implement the new program, which showed through data collection and analysis, and student assessment and observation to be a successful alternative to the current program being used at the school.
","abstract_html":"<p>This research study involved training paraprofessionals in one special education classroom to implement student IEP in a variety of different settings. Three paraprofessionals participated in this training and with the assistance of the researcher, they determined if the current program at the school site was effective, what some of the reasons were for students not achieving a higher rate of IEP goal success, and if the implementation of a new pilot program helped students become more successful in achieving their IEP goals and benchmarks during a nine-week research period. Through research conducted on the history of paraprofessionals in classrooms and other successful training programs for paraprofessionals, the researcher used model-based and step-by-step training techniques to train and observe the paraprofessionals during the nine-week period. The three participating paraprofessionals were able to successfully implement the new program, which showed through data collection and analysis, and student assessment and observation to be a successful alternative to the current program being used at the school.</p>","abstract_has_math":false,"creators":["McLain, Mark P."],"institution":null,"degree_name":"Master of Science","degree_level":"Master's Thesis","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Suresh Appavoo, EdD","Colleen Arnold, MS"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-06-01T07:00:00Z","date_published":"2016-06-01T07:00:00Z","updated_at":"2026-07-24T02:04:44Z","subjects":["paraprofessional","IEP","training paraprofessionals","student goal achievement","IEP goals","Other Teacher Education and Professional Development","Special Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholar.dominican.edu/masters-theses/232","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Suresh Appavoo, EdD","Colleen Arnold, MS"]},{"key":"dc:creator","label":"Author","values":["McLain, Mark P."]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-01T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Science"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["paraprofessional","IEP","training paraprofessionals","student goal achievement","IEP goals","Other Teacher Education and Professional Development","Special Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholar.dominican.edu/masters-theses/232"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This research study involved training paraprofessionals in one special education classroom to implement student IEP in a variety of different settings. Three paraprofessionals participated in this training and with the assistance of the researcher, they determined if the current program at the school site was effective, what some of the reasons were for students not achieving a higher rate of IEP goal success, and if the implementation of a new pilot program helped students become more successful in achieving their IEP goals and benchmarks during a nine-week research period. Through research conducted on the history of paraprofessionals in classrooms and other successful training programs for paraprofessionals, the researcher used model-based and step-by-step training techniques to train and observe the paraprofessionals during the nine-week period. The three participating paraprofessionals were able to successfully implement the new program, which showed through data collection and analysis, and student assessment and observation to be a successful alternative to the current program being used at the school.
"]},{"key":"dc:title","label":"Title","values":["Training Paraprofessionals for Enhanced IEP Goal Achievement in Special Education"]}]}],"canonical_facts":{"dc:contributor":["Suresh Appavoo, EdD","Colleen Arnold, MS"],"dc:creator":["McLain, Mark P."],"dc:date.available":["2019-06-01T07:00:00Z"],"dc:description.abstract":["This research study involved training paraprofessionals in one special education classroom to implement student IEP in a variety of different settings. Three paraprofessionals participated in this training and with the assistance of the researcher, they determined if the current program at the school site was effective, what some of the reasons were for students not achieving a higher rate of IEP goal success, and if the implementation of a new pilot program helped students become more successful in achieving their IEP goals and benchmarks during a nine-week research period. Through research conducted on the history of paraprofessionals in classrooms and other successful training programs for paraprofessionals, the researcher used model-based and step-by-step training techniques to train and observe the paraprofessionals during the nine-week period. The three participating paraprofessionals were able to successfully implement the new program, which showed through data collection and analysis, and student assessment and observation to be a successful alternative to the current program being used at the school.
"],"dc:identifier":["https://scholar.dominican.edu/masters-theses/232"],"dc:subject":["paraprofessional","IEP","training paraprofessionals","student goal achievement","IEP goals","Other Teacher Education and Professional Development","Special Education and Teaching"],"dc:title":["Training Paraprofessionals for Enhanced IEP Goal Achievement in Special Education"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Master's Thesis"],"thesis:degree_name":["Master of Science"]},"updated_at":"2026-07-24T02:04:44Z"}