Date of Award
2026
Degree Type
Doctoral Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
Committee Chair
David G. Title, Ed.D.
2nd Reader
Sally V. Drew, Ph.D.
3rd Reader
Jennifer Hoffman, Ed.D.
Abstract
This mixed-methods study, grounded in Improvement Science, examines behavioral support provided by paraeducators, sometimes referred to as paraprofessionals, to students who receive special education services. Districts employ paraeducators to implement Individualized Education Programs (IEPs) for students with a range of disabilities. Often, paraeducators possess limited skills and receive little training to provide effective support to students. Additionally, paraeducators remain among the lowest-paid employees in school districts. Research suggests that targeted professional development, particularly whole-group instruction, followed by coaching, modeling, and feedback, can improve both paraeducator implementation fidelity and student outcomes. Five paraeducators working in a program serving elementary students with behavioral needs participated in an eight-week tiered professional development opportunity. The intervention included whole-group sessions on trauma-informed and restorative practices with opportunities for follow-up coaching, modeling, and feedback. Data collected included responses to pre- and post-survey items on beliefs about behavior, pre- and post-classroom observation data, responses from exit tickets and journal entries, and transcripts of structured one-on-one interviews. Findings indicate that training explicitly tailored to paraeducators, paired with follow-up coaching, impacted the quality of paraeducator support. The results suggested strengthened implementation fidelity of behavioral strategies, improved student outcomes, clearer role expectations, paraeducator perceptions of increased sense of belonging and job satisfaction, and internalization of trauma-informed and restorative practices. The findings highlight the importance of prioritizing paraeducator training and support, both to improve paraeducator retention and to enhance the effective education of students with disabilities within district settings rather than relying on outplacements. This study contributes to the emerging evidence on improving paraeducator support and offers implications for leaders seeking to build capacity and improve outcomes for students receiving special education services.
Recommended Citation
Stevenson, A. K. (2026). Empowering paraeducators: A mixed methods study of targeted paraeducator training in trauma-informed and restorative practices [Doctoral dissertation, Sacred Heart University].
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Comments
Presented to the Faculty of Sacred Heart University in Partial Fulfillment of the Requirements for the Degree of Doctor of Education