One-to-One Assistant Engagement in Autism Support Classrooms.

Mark McIntosh,'s picture
PubMed URL: 
http://www.ncbi.nlm.nih.gov/pubmed/26807003
Author: 
Mandell DS
Author List: 
Azad GF
Locke J
Downey MM
Xie M
Mandell DS
Journal: 
Teach Educ Spec Educ
PubMed ID: 
26807003
Pagination: 
337-346
Volume: 
38
Issue: 
4
Abstract: 
Classroom assistants and one-to-one assistants are an important part of the staffing structure of many autism support classrooms. Limited studies, however, have examined how one-to-one assistants spend their time in the classroom. The purpose of this article was to examine the percentage of time one-to-one assistants were engaged in instruction or support of students with autism and to determine the factors associated with their engagement. Direct observations were conducted in 46 autism support classrooms. Teachers and classroom assistants were engaged in instruction or support 98% and 91% of the time, respectively. One-to-one assistants were engaged in instruction or support 57% of the time. Classroom assistants' and one-to-one assistants' engagement was significantly correlated. The low rate of one-to-one assistants' engagement suggests an inefficient use of an important resource.
Published Date: 
November, 2015

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