The Impact of an Online Training Program on Paraprofessionals' Questioning Skills

• In Event: Sheraton Roundtable Session 18
  In Roundtable Session: Examining Teacher Dispositions in Working With Students With Disabilities and Young Children

Abstract

This research study aimed to understand the impact of an online training program that was designed to improve paraprofessionals’ questioning skills with students with disabilities. Online modules were designed featuring self-reflection, knowledge of questioning and probing, and observation of the students. A single-subject design replicated across five participants was used. The results indicated that paraprofessionals improved their questioning skills by increasing the opportunities for the students to respond; however, not all the paraprofessionals were attuned to the nature of the questions that promoted different levels of thinking. The results of the study suggest that online training could be a flexible and cost-effective way for professional development. Further research should address the reasons for paraprofessionals’ varied skills after the online training.

Authors

• Wenjing Zheng, Minot State University

• Erna Alant, Indiana University - Bloomington