Paraprofessional Training Research Articles

EFNEP and SNAP-Ed Initial Paraprofessional Training Materials and Methods

Western Region EFNEP coordinators were frustrated by the apparent lack of materials available for training newly hired paraprofessional nutrition educators. An on-line survey was distributed to all EFNEP and SNAP-Ed state coordinators seeking details about initial training and available materials and requesting copies of materials for review. Results indicated diversity in training methodologies reflecting individual states' needs. Using a comprehensive document developed by the Western Region, eight states' initial training materials have been reviewed. Three reviews are posted on the EFNEP Coordinator's website hosted by Purdue University and provide a new training resource for EFNEP and SNAP-Ed program coordinators.

Positive Side Effects of a Job-Related Training Program for Older Adults in South Korea

The objective of the current study was to evaluate empirically positive side effects of a job-related training program on older adults' self-esteem, depression, and social networks. A total of 70 older adults participated in the study after completing the Older Paraprofessional Training Program developed and provided by the Continuing Education Center in a university in Korea. The one group pretest-posttest design was employed to test the positive side effects of the program. The results of paired samples t tests statistically support that there are significant changes in self-esteem, depression, and social network after completing the program. The findings of the study are discussed in relation to the evaluation and development of job-related training programs for older adults.

Psychological First-Aid Training for Paraprofessionals: A Systems-Based Model for Enhancing Capacity of Rural Emergency Responses

Ensuring the capacity of the public health, emergency preparedness system to respond to disaster-related need for mental health services is a challenge, particularly in rural areas in which the supply of responders with relevant expertise rarely matches the surge of demand for services. This investigation established and evaluated a systems-based partnership model for recruiting, training, and promoting official recognition of community residents as paraprofessional members of the Maryland Medical Professional Volunteer Corps. The partners were leaders of local health departments (LHDs), faith-based organizations (FBOs), and an academic health center (AHC). A one-group, quasi-experimental research design, using both post-test only and pre-/post-test assessments, was used to determine the feasibility, effectiveness, and impact of the overall program and of a one-day workshop in Psychological First Aid (PFA) for Paraprofessionals. The training was applied to and evaluated for 178 citizens drawn from 120 Christian parishes in four local health jurisdictions in rural Maryland. Feasibility-The model was demonstrated to be practicable, as measured by specific criteria to quantify partner readiness, willingness, and ability to collaborate and accomplish project aims. Effectiveness-The majority (93-99%) of individual participants "agreed" or "strongly agreed" that, as a result of the intervention, they understood the conceptual content of PFA and were confident about ("perceived self-efficacy") using PFA techniques with prospective disaster survivors. Impact-Following PFA training, 56 of the 178 (31.5%) participants submitted same-day applications to be paraprofessional responders in the Volunteer Corps. The formal acceptance of citizens who typically do not possess licensure in a health profession reflects a project-engendered policy change by the Maryland Department of Health and Mental Hygiene. These findings are consistent with the conclusion that it is feasible to consider LHDs, FBOs, and AHCs as partners to work effectively within the span of a six-month period to design, promote, conduct, and evaluate a model of capacity/capability building for public mental health emergency response based on a professional "extender" rationale. Moreover, consistently high levels of perceived self-efficacy as PFA responders can be achieved with lay members of the community who receive a specially-designed, one-day training program in crisis intervention and referral strategies for disaster survivors.

Firm Size and Work-Related Training: New Evidence on Incidence, Intensity, and Training Type from Australia

This study examines the relationship between firm size and structured work-related training by analyzing data from the 2001 installment of the Australian Bureau of Statistics’ Survey of Education and Training. The results show a positive correlation between the probability of training and firm size for both male and female workers. A similar positive correlation between the intensity of training and firm size is also evident. Although the incidence of training is roughly comparable for male and female workers, males tend to train significantly more hours than their female counterparts. The findings also indicate that much less training occurs in firms with fewer than 10 workers, especially in health and safety, management and professional, and technical and paraprofessional training. Such results suggest that research on the size-training effect using firm- or establishment-level data, which generally focus only on firms with 20 or more employees, cannot detect an important source of the potential training deficit.

EFNEP and SNAP-Ed Paraprofessional Initial Training: Curricula, Methods, and Perceptions

EFNEP and SNAP-Ed Paraprofessional Initial Training: Curricula, Methods, and Perceptions

Psychosocial Impact of Training and Work Experience on EFNEP Paraprofessionals

Although considerable data has been gathered documenting impact of local EFNEP programs on enrolled participants, little documentation exists concerning the effect of EFNEP on paraprofessionals conducting these programs. The qualitative study reported here identifies types of psychosocial change in paraprofessionals resulting from EFNEP training and work experience. Identified areas of change include skill development, community status, relationships with family/community, ways of viewing others, increased caring for others, and increased self-esteem. Factors contributing to change include paraprofessionals' indigenous status, personal identification with work, training, support, and work experiences. These findings have implications for the hiring, training, and support of paraprofessionals.

Speech camp for children with cleft lip and/or palate in Thailand

Abstract Background: There is a critical need for speech therapy services for people born with cleft lip and/or palate in developing countries. Objective: Assess the effectiveness of a speech camp and follow-up session for children with cleft lip and/or palate. Methods: A Community-Based Model for Speech therapy was implemented at Suwanaphum Hospital District, Roiet, Thailand. Thirteen children with cleft lip and/or palate (3; 6-13 years) attended a four-day speech camp and a one-day follow-up session (six months later) for remediation of their articulation disorders. Paraprofessional training was also provided. Pre- and post-tests were administered to the participants, caregivers, and paraprofessionals to determine the effectiveness of the program. A pre- and post-articulation test, as well as an audiological evaluation were administered. Five speech and language pathologists provided speech therapy, both individual and group, for a total of 18 hours during the four-day speech camp and six hours in the one-day follow-up session. The median difference of the number of articulation errors was determined by results of the Wilcoxon Signed-Rank Test. Results: There was a significant decrease in articulation errors following both the main speech camp and the follow-up session (z = 3.11, p < 0.01; z = 2.87, p<0.01, respectively). Caregivers’ and health care providers’ satisfaction ratings for participation in the speech camps ranged from good to excellent. Conclusion: A Community-Based Model of both a speech camp and follow-up session provided an effective speech therapy treatment for children with cleft lip and/or palate.

Educating Children With Special Needs: Are SNAP-Ed and EFNEP Paraprofessionals Up to the Challenge?

This study assessed the need for in-service training for SNAP-Ed and EFNEP paraprofessionals who teach students with developmental disabilities.

Telehealth in audiology: The need and potential to reach underserved communities

Permanent hearing loss is a leading global health care burden, with 1 in 10 people affected to a mild or greater degree. A shortage of trained healthcare professionals and associated infrastructure and resource limitations mean that hearing health services are unavailable to the majority of the world population. Utilizing information and communication technology in hearing health care, or tele-audiology, combined with automation offer unique opportunities for improved clinical care, widespread access to services, and more cost-effective and sustainable hearing health care. Tele-audiology demonstrates significant potential in areas such as education and training of hearing health care professionals, paraprofessionals, parents, and adults with hearing disorders; screening for auditory disorders; diagnosis of hearing loss; and intervention services. Global connectivity is rapidly growing with increasingly widespread distribution into underserved communities where audiological services may be facilitated through telehealth models. Although many questions related to aspects such as quality control, licensure, jurisdictional responsibility, certification and reimbursement still need to be addressed; no alternative strategy can currently offer the same potential reach for impacting the global burden of hearing loss in the near and foreseeable future.SumarioLa pérdida auditiva permanente es una importante carga para los cuidados de la salud a nivel mundial, con 1 de cada 10 personas afectadas en grado ligero o mayor. La escasez de profesionales entrenados en cuidados de la salud y de infraestructura asociada y la limitación de recursos determina que los servicios de salud auditiva no estén disponibles para la mayoría de la población mundial. La utilización de información y tecnología de la comunicación para los cuidados de la salud auditiva o teleaudiología, combinada con la automatización, ofrece oportunidades únicas para mejorar los cuidados clínicos, ampliar el acceso a los servicios y tener cuidados de salud auditiva costoefectivos y sustentables. La Teleaudiología ha demostrado un potencial significativo en áreas como las de educación y adiestramientio de profesionales de la salud auditiva, profesionales afines, padres y adultos con problemas auditivos; tamiz de problemas auditivos; diagnóstico de pérdidas auditivas y servicios de intervención. La conectividad global está creciendo rápidamente y ha aumentado de manera generalizada su distribución en comunidades con pocos servicios, en donde los servicios audiológicos pueden facilitarse a través de modelos de telesalud. No obstante, existen muchas dudas que deben resolverse y que están relacionadas con aspectos como control de calidad, regulación del ejercicio profesional, responsabilidad jurisdiccional, certificación y reembolso de servicios, pero no existe como alternativa ninguna otra estrategia que pueda ofrecer actualmente el mismo potencial, para impactar el peso global de las pérdidas auditivas en el futuro cercano o previsible.

Human Resources Development Programmes in Nigerian Academic Libraries: A Comparative Study of Universities in Imo State.

The purpose of this study was to assess Human Resources Development (HRD) programmes of librarians and para-professionals in Imo State University, Owerri and Federal University of Technology, Owerri with a view to compare the HRD programmes of the institutions under study. The study examined different types of HRD. Related literature was reviewed. To carry out the study, four objectives were stated and research questions formulated from them. Questionnaire was used to collect relevant data from the entire population of 50 librarians and para-professionals. The two University librarians were also interviewed. Percentage tabulation and bar chart when necessary were used to answer the objectives. The study revealed that: the two universities carry out HRD programme and their types of training and development programmes vary. In Imo State University, librarians and para-professionals sponsored themselves for training and development programmes while in FUTO they were sponsored by the university management. The research showed inadequate funding; personal financial constraints, lack of facilities to train with were major problems that affected training and development of librarians and para-professionals in IMSU and FUTO. It was suggested that for effective HRD, each university library should have a written staff development policy; In-service training and short courses should be encouraged; Facilities for training should be provided; adequate fund should be provided for training and development of library personnel.

Expanding HIV rapid testing via point-of-care paraprofessionals

HIV counselling and testing has traditionally been performed by highly trained professionals in clinical settings. With HIV rapid testing, a reliable and easy to use diagnostic tool, paraprofessionals can be trained to administer on-site HIV testing in a variety of non-traditional settings, broadening the HIV detection rates. Our objective was to create a robust and sustainable paraprofessional training module to facilitate off-site HIV rapid testing in non-clinical settings. Trainees attended a series of training sessions involving HIV education, rapid test instructions and communication techniques. After these sessions, trainees competently carried out HIV rapid testing in homeless shelters throughout the Los Angeles county. Agencies motivated to expand HIV screening programmes may use trained paraprofessionals to administer a full range of services (recruitment, pretest counselling, test administration, interpretation of results, post-test counselling and documentation) through this training model and enabling more highly trained healthcare providers to focus efforts on patients identified as HIV-positive.

The Role and Training of Paraprofessionals who Work with Students who are Visually Impaired

This survey of teachers of students with visual impairments and paraprofessionals who work with students with visual impairments found that more than 35% of the paraprofessionals were providing direct instruction in skills in the expanded core curriculum. Thus, the roles of these two groups need to clarified.

Training Paraprofessionals to Effectively Work With all Students

Paraprofessionals can serve a vital role in supporting the literacy achievement of all students. However, many times their services are underutilized.As instructional leaders in a school, the principal and reading specialist can facilitate training for paraprofessionals that supports classroom instruction, is cost effective, and is relatively simple to implement. This article presents what that training might look like, beginning with a needs assessment, continuing with training, and concluding with follow‐up consultations.

Improved Participant Outcomes with Paraprofessional Training in a Community Nutrition Program

Participants will accurately describe the impact of training staff to use group facilitation skills based on adult learning theory and a dialogue approach to more effectively communicate strategies for lifestyle change and improve program outcomes.

P32: Interactive Training Tool for Paraprofessionals

This project developed and evaluated an interactive learning tool that improves the method of training for new and experienced nutrition education paraprofessionals. Nutrition education experts helped to formulate an instructional strategy for the design of nutrition education materials. The curriculum addresses the different leaning styles and educational levels of nutrition education paraprofessionals. It also includes a mastery test to provide immediate feedback to learners and afford them an opportunity to return and review the lesson for any incorrect responses before proceeding. The project produced an interactive, multimedia CD-ROM designed for self-paced, individual instruction for nutrition education paraprofessionals. The training CD-ROM was pilot tested to assess user acceptance and instructional viability. A total of 35 respondents nutrition education paraprofessionals from the San Francisco Bay Area and the Los Angeles Basin were accrued for this study and were administered a questionnaire to assess their experience and perceptions about the training tool. The learner ratings for each of 23 rating scales were analyzed to determine the extent to which respondents were engaged by the interactive, multimedia prototype lesson and gained nutrition knowledge. The results of the pilot test indicate that the interactive training tool was engaging and acceptable to nutrition education paraprofessionals, that it improved command of nutrition basics, and increased their command of the subject. The findings of the pilot test suggest that an interactive nutrition education training tool designed for individualized, self-paced instruction is acceptable and effective.

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.

Training Community Members to Serve as Paraprofessionals in an Evidence-Based, Prevention Program for Parents of Preschoolers

Widespread dissemination of evidence-based programs for underserved populations may require non-traditional means of service provision. Collaboration with paraprofessionals from communities that are targeted for intervention holds promise as a delivery strategy that may make programs more accessible and acceptable, especially to parents living in low-income, urban neighborhoods. We describe a paraprofessional training program for individuals living in a community targeted for preventive intervention based on high levels of poverty and community violence. The design and implementation of the training program are described in the context of issues related to the use of paraprofessionals in community-based, preventive interventions with parents of young children. We also provide insight into lessons learned from a feasibility study as well as general guidelines for the development of paraprofessional training programs for delivery of evidence-based programs.

Intervention With Linguistically Diverse Preschool Children

This article addresses a series of questions that are critical to planning and implementing effective intervention programs for young linguistically diverse learners with primary language impairment (LI). Linguistically diverse learners in the United States include children whose families speak languages such as Spanish, Korean, Cantonese, Hmong, Vietnamese, or any language other than, or in addition to, English. A narrative review of the relevant literature addresses clinical questions including (a) Why support the home language when it is not the language used in school or the majority community? (b) Does continued support for the home language undermine attainment in a second language? (c) Should we support the home language when it includes the code switching or mixing of two traditionally separate languages? and (d) What are some strategies that can be used to support the home language when it is a language that the speech-language pathologist (SLP) does not speak? SLPs should provide services to linguistically diverse preschool-age children with LI in a manner that effectively supports the development of the home language. Parent and paraprofessional training along with peer-mediated models of intervention are presented as two possible methods for facilitating the home language in children with LI.

Increasing Peer Interactions for Students with Severe Disabilities via Paraprofessional Training

As students with severe disabilities are included in general education settings, the use of paraprofessionals has expanded to meet these students' needs. Unfortunately, paraprofessionals can have the inadvertent effect of intensifying the social isolation of students with disabilities. This study investigated the effectiveness of a training program aimed at teaching four paraprofessionals to facilitate interactions between students with severe disabilities and their peers. A multiple baseline, single-subject design across four paraprofessional/student pairs was utilized. Observational data were collected over the baseline and postintervention phases. Rates of paraprofessional facilitative behavior increased following the intervention. Additionally, rates of student interaction increased immediately and dramatically and were maintained through the maintenance probe.

Special education teacher and paraprofessional training using live, internet‐based courses delivered to four distant sites

Federal mandates now require training for instructional paraprofessionals working in special education and Title I programs. Training for supervising teachers is also recommended. State and local education agencies face complex issues in meeting the mandates because of limitations in resources. A project developed, implemented, and evaluated one training format: live, Internet‐based courses with real‐time video and audio. Using iVisit video‐conferencing software, an instructor delivered two courses to 79 special education paraprofessionals located in New Castle, Delaware; Rexburg, Idaho; Turbotville, Pennsylvania; and Brigham City, Utah. A second instructor delivered two courses to 61 paraprofessionals and their supervising teachers at the same four sites. Site coordinators managed activities at each site. This article describes the need for the courses, technology, instructional format, and brief course evaluation data. Also, it examines the implications of the delivery system in relation to the needs of state and local education agencies to achieve training mandates.