Paraprofessionals are often tasked with implementing behavior management strategies to support the complex needs of students with disruptive behavior disorders. This study examined reported use and effectiveness of common classroom behavior strategies from 86 paraprofessionals working in 36 elementary schools using a mixed method design. Data were from a larger randomized control trial that examined the effects of behavior support coaching on paraprofessional practices and student outcomes. Qualitative analysis highlighted themes related to behavior strategies use, including 94 “other” strategies. Paraprofessionals across conditions reported use of a range of behavior management strategies and were more likely to use consequence-based than antecedent-based strategies (χ² = 381; p < .001; df = 1). Coached paraprofessionals reported greater use of reminding or reinforcing classroom rules and praising for appropriate behavior than controls. No group differences in overall strategy use (χ² = 1.20; p = .273; df = 1) or overall perceived effectiveness (t = −1.45; p = .149; df = 755) were found. Implications of findings for practice and research are presented.

中文翻译：

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专业辅助人员对小学行为策略的看法和使用

专业辅助人员通常负责实施行为管理策略，以支持患有破坏性行为障碍的学生的复杂需求。本研究采用混合方法设计，考察了 36 所小学的 86 名辅助专业人员所报告的常见课堂行为策略的使用情况和有效性。数据来自一项更大的随机对照试验，该试验检查了行为支持辅导对专业辅助实践和学生成绩的影响。定性分析强调了与行为策略使用相关的主题，包括 94 种“其他”策略。不同条件下的辅助专业人员报告使用了一系列行为管理策略，并且更有可能使用基于结果的策略而不是基于前因的策略（χ ²  = 381；p  < .001；df = 1）。受辅导的辅助专业人员报告称，与对照相比，他们更多地使用提醒或强化课堂规则以及赞扬适当的行为。总体策略使用（ χ ²  = 1.20；p  = .273；df = 1）或总体感知有效性（t  = -1.45；p  = .149；df = 755）没有发现组间差异。提出了研究结果对实践和研究的影响。