Materials Relating to Paraprofessionals

For more information: Search the Library Catalog on the Web

Call Number

Title and Author

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The ABC’s of bullying prevention / Kenneth Shore. Dude Pub., 2005.
Description: “In order to make meaningful and lasting progress in preventing incidents of bullying, schools need to implement school-wide anti-bullying programs in which staff, students and parents are all committed participants. This type of wide-ranging bullying prevention program, which addresses school climate and culture, has been found to be most effective way of significantly reducing school bullying, making schools safer for all children.”–publisher’s website.

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Behavior support strategies for education paraprofessionals / Will Henson., c2008.
Description: “Education paraprofessionals are often tasked with managing challenging behaviors in both general and special education settings. This book is designed to help paraprofessionals learn important concepts for working with disruptive behaviors. This book covers: how to understand the function of a behavior ; the importance of positive, proactive and collaborative methods for addressing behaviors ; details on many different types of behavior techniques with examples and sample dialogue ; an in-depth discussion of professional boundry (sic) delimmas (sic) when working with students ; de-escalation and risk management skills ; an explanation of common disability categories and psychological diagnoses”–p.4 of cover.

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The classroom teacher’s guide for working with paraeducators [videorecording (DVD)] / the Master Teacher & SFX present ; produced by SFX Television. Master Teacher, c2000.
Description: Four videodiscs that discuss how teachers can prepare for, work with, and plan and evaluate paraeducators. Paraprofessional training. Disc 1. All about paraeducators (47 min.) — disc 2. Preparing for your paraeducator (45 min.) — disc 3. Getting the most out of your paraeducator (44 min.) — disc 4. Planning and evaluating (46 min.).

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Communicators : a paraprofessional training program : coaching paraprofessionals to use language stimulation strategies in the classroom : coach’s guide / Ali Steers, MA, CCC-SLP, Adie Buchinsky, MA, MAT, NBCT ; illustrations & design by Kari Bolt. Communication and Learning Consultants, LLC, c2014.
Description: “Paraprofessionals will learn: how to use naturally occurring classroom activities to support a child’s ability to understand, learn and use language ; over 20 practical and immediately implementable strategies to support communication development ; ways to increase a student independence throughout the school day ; how to facilitate peer interactions ; how to use language strategies to mitigate challenging behaviors; techniques for speaking to a child that support the child’s ability to learn language ; means of cueing for language and supporting a child to produce more language when communicating throughout the day ; increase awareness of children and adult communication styles. … coach’s guide comes with over 200 pages full of background information, additional examples and instructional tools for the course coach to reference. This resource has been designed to pair side-by-side with the powerpoint slides. … participant workbooks include nearly 100 pages of course content, fill-in-the-blank and short answer responses to further paraprofessional learning and engagement during course implementation. These resources have been designed to pair with powerpoint slides and also serve as an additional reference resource for paraprofessionals outside of the instructional setting. Included with the workbook are pre and post unit assessments to track progress and fieldwork assignments to generalize strategies discussed to each paraprofessional’s unique classroom environment.”–publisher’s website

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How to be a para pro : a comprehensive training manual for paraprofessionals / Diane Twachtman-Cullen.
Starfish Specialty Press, 2000.
Description: “… user-friendly training manual is divided into two parts. Part One is a “short-course” on autism spectrum disorders (ASD) for people “in the trenches.” Part two takes a “cookbook style” look at the art and science of paraprofessional support for students with ASD and those with other cognitive impairments.”–publisher’s website.

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How to set up a classroom for students with autism (a manual) / S.B. Linton., c2007.
Description: “… a manual for teachers, paraprofessionals, related service providers and administrators new to working with students with autism or for professionals who would like to enhance their current autism classroom set-up. The manual is easy to read and is full of great ideas for setting up your autism classroom. With items such as detailed instructions about classroom set up, ideas for collaborating with others, data collection ideas and behavior intervention plans, this manual is sure to be a major support for any professional working in a classroom for students with autism!”–Publisher’s description.

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Inclusion : an essential guide for the paraprofessional : a practical reference tool for all paraprofessionals working in inclusive settings / Peggy A. Hammeken. 2nd ed. Peytral Publications, c2003.
Description: Includes information on confidentiality, instructional modifications, classroom routines, student expectation, behavior management, scheduling. Includes activites for group discussion or individual reflection. Has concrete ideas and instructional modifications, divided into subject areas. Has forms and reproducibles.

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The paraprofessional’s guide to the inclusive classroom : working as a team / Mary Beth Doyle. Paul H. Brookes Pub., c2008.
Description: “With the rising demand for paraprofessional training and the requirements for highly qualified personnel in every classroom, it’s the perfect time for a fully revised third edition of this popular, activity-packed workbook. Carefully updated throughout with timely, engaging new material, this interactive guide helps teachers and paraprofessionals work together to create the most effective inclusive classrooms. Collaborating on creative and enlightening activities, teachers and paraprofessionals will learn how to:work more effectively with students who have a variety of disabilities, including autism ; clarify their roles and responsibilities ; provide individualized curricular and instructional support for each student improve communication among members of the educational team ; use positive behavioral support to successfully address behavior challenges.”–publisher’s website.

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Also as an EBOOK

The paraprofessional’s handbook for effective support in inclusive classrooms / Julie Causton-Theoharis. Paul H. Brookes Pub., c2009.
Description: “… handy survival guide, equally useful for the brand-new paraprofessional or the 20- year classroom veteran. Packed with friendly guidance, practical tips, and relatable first- person stories, this book reveals the best ways to provide effective, respectful services to students in inclusive classrooms. Causton-Theoharis, a teacher, professor, and educational consultant with more than 10 years of experience as a paraprofessional instructor, knows exactly how to help readers stop feeling overwhelmed so they can start making a difference. She answers all the urgent questions paraprofessionals have as they navigate their complex job in the inclusive classroom, showing readers how to: provide skillful and subtle support to students while encouraging their independence resolve challenging behavior in gentle and positive ways ; find students’ strengths and match support practices to them ; fade their support ; make informed decisions about content-specific accommodations, modifications, and adaptations ; presume competence and keep expectations high ; facilitate peer supports and friendships ; partner with teachers, SLPs, psychologists, families, and other members of the educational team relieve their own stress and avoid burnout. To help them master the daily ups and downs of the inclusive classroom, paraprofessionals will get ready-to-use practical content: tips for supporting students with specific disabilities, helpful question-and-answer sections, examples of successful problem-solving, a quick-guide to acronyms in education, easy ideas for improving teamwork, and more.”–publisher’s website.

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A paraprofessional’s handbook for working with students who are visually impaired / Cyral Miller, Nancy Levack, editors. Texas School for the Blind and Visually Impaired, c1997.
Description: “Brief descriptions of social skills, daily living skills, and orientation and mobility skills and their importance. Specific points related to the paraprofessional’s role. Suggestions and tips that may be helpful when working with your students. Resources and references enhancing know-how. Information about technology and its applications. Information about adapting material, equipment, and environment. Special considerations for students who have visual and multiple impairments. Plan and implement programming by using these guidelines and suggestions for assessing and enhancing your student’s visual functioning”–publisher’s website.

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Paraprofessionals and teachers working together : highly effective strategies for inclusive classrooms / Susan Gingras Fitzell. Cogent Catalyst Publications, c2010.
Description: “… a playbook for successful behavioral management and collaborative support of a child’s educational advancement. Teachers and paraprofessionals are given communication strategies to consider when working together. With the help of the handbook, educators can avoid any confusion or contradictions of teaching methods. Managing behavior and providing academic support to students is also outlined. The book is packed with supplemental material for reuse, including a plethora of strategic checklists and chart templates for recording student data. The second edition provides more! Instructions on effective strategies are supplied with forms and charts to prepare educators. Personal checklists included in the book outline the steps necessary to achieve positive changes in behavior and information retention in students. Other forms and charts organize data to assist in making informed decisions about what techniques will have the best success. Paraprofessionals and teachers are encouraged to take full advantage of having the organizational tools already created for them.”

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Pivotal response treatments for autism : communication, social & academic development / Robert L. Koegel and Lynn Kern Koegel, with invited contributors. Paul H. Brookes, c2006.
Description: ” … uses natural learning opportunities to target and modify key behaviors in children with autism, leading to widespread positive effects on communication, behavior, and social skills. The product of 20 years of research from Robert and Lynn KoegelÑcoÐfounders of the renowned Autism Research Center at the University of California, Santa BarbaraÑthis proven approach is now clearly presented in one accessible book. Keeping parents involved in every aspect of behavioral intervention, therapists and educators of children from preschool to elementary school will use the research-supported PRT strategies to: advance children’s communication and language skills, even in extremely challenging cases : foster social interactions and friendships with typically developing peers ; reduce disruptive behaviors by combining functional assessment with self-management strategies : aid early identification and intervention ; reduce ritualistic behaviors and broaden children’s interests ; improve children’s performance in school activities and on homework assignments. Because PRT works with each child’s natural motivations and stresses functional communication over rote learning, this comprehensive model helps children develop skills they can really use. With this timely resource, educators and therapists will support children with autism as they enjoy more positive interactions, more effective communication, and higher academic achievement in natural, inclusive settings.”–Publisher’s website.
Sourcebook for teaching assistants in early childhood education / Gen Shelton, editor. Indiana University Institute for the Study of Developmental Disabilities, 1996.
Description: Training for paraprofessionals.

Updated February 2021