Schools have continued to rely on paraeducators to assist special education teachers and other professionals in the provision of special education and related services. Although paraeducators often support students with extensive support needs (ESN) in a range of school environments, the subset of intervention studies focused on paraeducators who support students with ESN in inclusive settings has not been systematically reviewed. The purpose of this literature review was to synthesize single-case research studies involving paraeducator-delivered interventions for students with ESN in inclusive school environments. Our findings suggest that research primarily has focused on communication and social skills interventions that involved paraeducator-facilitated peer supports in core academic classes and specials (e.g., art, music, physical education). Overall, paraeducator-delivered interventions resulted in improved student outcomes. Likewise, paraeducator training, which typically included an oral description, modeling, and/or performance feedback, was effective in improving paraeducator implementation of the target interventions. We present implications for practice specific to paraeducators who support students with ESN in inclusive settings and future research directions.

学校继续依靠辅助教育工作者协助特殊教育教师和其他专业人员提供特殊教育和相关服务。尽管辅助教育者经常在一系列学校环境中支持具有广泛支持需求 (ESN) 的学生，但尚未系统地审查针对在包容性环境中支持具有 ESN 的学生的辅助教育者的干预研究子集。本文献综述的目的是综合单个案例研究，涉及在包容性学校环境中为 ESN 学生提供辅助教育者提供的干预措施。我们的研究结果表明，研究主要集中在交流和社交技能干预上，这些干预涉及核心学术课程和特殊课程（例如艺术、音乐、体育）中辅助教育者促进的同伴支持。总体而言，辅助教育工作者提供的干预措施提高了学生的学习成绩。同样，辅助教育者培训，通常包括口头描述、建模和/或绩效反馈，在改进辅助教育者实施目标干预措施方面是有效的。我们针对在包容性环境和未来研究方向支持 ESN 学生的辅助教育工作者的实践提出了启示。