Effects of Decreasing Paraprofessional Interactions on Task Engagement in an Inclusive Classroom

Abstract

A withdrawal design with a nested changing criterion design was used to study the task engagement of a student with developmental disabilities in relation to the proximity of the paraprofessional assigned to aid the student. The study's intervention sought to increase the distance between the paraprofessional and student while maintaining task engagement at the same levels as the student's nondisabled peers. To accomplish these goals, momentary time sampling was used during 20-minute observations of circle time in an inclusive preschool classroom. Task engagement and distance data were collected. Teacher and peer interactions were also recorded through partial interval recording. Once baseline data were established, distance between the paraprofessional and student was systematically increased. Performance feedback was discussed with the paraprofessional daily and the general education teacher periodically. Results of the study showed that with systematic, gradual increases in distance from the paraprofessional, the student's task engagement levels were able to remain and surpass the level of his nondisabled peers (i.e., 70% of intervals during the 20-minute observation). Prior to the intervention, the student was engaged 72% of the observation, while the paraprofessional was within 3 feet of the student during 91% of intervals. By the conclusion of the study, the student was engaged 85% of the observation with the paraprofessional within 3 feet of the student during 18% of the intervals. It is clear from results of the study that the systematic increase in distance between paraprofessional and student did not negatively affect student performance. Additionally, the study showed that the paraprofessional to continue the behaviors of interactions.