Kimber W. Malmgren

Boy in the Bubble: Effects of Paraprofessional Proximity and Other Pedagogical Decisions on the Interactions of a Student With Behavioral Disorders

Abstract Peer interactions are a critical component of learning; however, students with emotional and behavioral disorders (EBD) are at particular risk of social isolation at school. As students with EBD are increasingly included in general education settings, a better understanding of what affects their interactions is needed. In this qualitative study, structured observations and semi-structured interviews were used to gain an understanding of how specific classroom environmental and pedagogical decisions (i.e., instructional groupings, overall classroom environment, task structure, and proximity of adults) affected the peer interactions of a 2nd-grade student with EBD who was educated in an inclusive classroom with the support of a full-time paraprofessional. Analysis revealed that close physical proximity of the paraprofessional significantly impeded the number of interactions experienced by the student.

Reading Instruction for Youth with Emotional and Behavioral Disorders in a Juvenile Correctional Facility

This study examined the effects of a systematic, phonics-based reading intervention on the oral reading fluency and accuracy of adolescents with emotional and behavioral disorders (EBD) receiving educational services in a juvenile correctional facility. A multiple-baseline design across four participants was used to calculate the effect of daily, one-on-one, 30-minute reading instructional sessions provided over nine weeks. Oral reading fluency increased markedly and error rates decreased for each participant in the intervention phase. Participants also experienced improvements in reading as measured pre- and postintervention on a standardized reading assessment. Findings underscore the promise of systematic reading intervention for improving academic outcomes for adolescents with EBD confined to juvenile correctional facilities who are also struggling readers.

Students With Disabilities and Accountability Reform Challenges Identified at the State and Local Levels

The No Child Left Behind Act (NCLB) represents the most significant federal education policy initiative in a generation. The perceptions of key personnel from four states and eight school districts on the opportunities and challenges of meeting Annual Yearly Progress requirements for students with disabilities reveal a complex situation. The success of students with disabilities on NCLB mandates is dependent on myriad factors, including access to the general education curriculum and the capacity of educators to teach diverse learners. Findings from a qualitative analysis, part of a larger 5-year mixed-method study, reveal that although participants recognized the challenges ahead, most seemed willing to tackle these challenges to the best of their abilities. Moreover, participants from both general and special education systems recognized that students with disabilities are a vital part of the current education reform.

Models of Classroom Management as Applied to the Secondary Classroom.

(2005). Models of Classroom Management as Applied to the Secondary Classroom. The Clearing House: A Journal of Educational Strategies, Issues and Ideas: Vol. 79, No. 1, pp. 36-39.

Increasing Peer Interactions for Students with Behavioral Disorders via Paraprofessional Training.

As more and more students with behavioral disorders (BD) are included in general education classrooms, the use of paraprofessionals in one-on-one support roles has expanded. Unfortunately, the use of paraprofessionals to provide one-on-one assistance can result in social isolation for students with disabilities. This multiple-baseline single-subject study examined the effectiveness of a paraprofessional training program designed to teach paraprofessionals to facilitate interactions between elementary-age students with BD and their peers in the general education classroom. Baseline and postintervention observational data reflecting: (1) the proximity of the paraprofessionals in relation to the students with BD; (2) the amount and type of facilitative behaviors displayed by the paraprofessionals; and (3) the rate of peer interactions experienced by the participating students with BD were collected for three paraprofessional/student pairs over a 7-week period. Rates of student interaction increased following the intervention. Rates of paraprofessional facilitative behavior also increased, though less markedly. Additionally, after the training intervention, all participating paraprofessionals faded their assistance more frequently and spent less time in the immediate vicinity of the students they served. Recommendations for use of paraprofessionals in the classroom and for paraprofessional training are discussed.