A Randomized Trial Examining the Effects of Paraprofessional Behavior Support Coaching for Elementary Students with Disruptive Behavior Disorders: Paraprofessional and Student Outcomes
Linda A. Reddy; Todd A. Glover; Christopher M. Dudek; Alexander Alperin; Nicole B. Wiggs; Briana Bronstein (2022). Journal of School Psychology v92 p227-245. Retrieved from: https://eric.ed.gov/?id=ED620155
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examining259Students, gradesK-5
Practice Guide
Review Details
Reviewed: November 2025
- Practice Guide (findings for Behavior Support Coaching for Paraprofessional Model (BSC-P))
- Randomized Controlled Trial
- Meets WWC standards with reservations because it is a cluster randomized controlled trial with high individual-level non-response, but provides evidence of effects on individuals by satisfying the baseline equivalence requirement for the individuals in the analytic intervention and comparison groups.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
The Woodcock-Johnson IV Test of Achievement (WJ-IV ACH) |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Random sample of target students;
|
451.15 |
445.97 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
The Behavior Assessment System for Children (Third Edition) Teacher Rating Scale-Child Form (BASC-3 TRS-C): Internalizing Problems Composite |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
57.76 |
56.85 |
No |
-- |
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
The Behavioral Observation of Students in School (BOSS) - Inappropriate Physical |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
0.14 |
0.25 |
Yes |
|
|
|
|
The Behavioral Observation of Students in School (BOSS) - Total Engagement |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
0.78 |
0.66 |
Yes |
|
|
|
|
The Behavioral Observation of Students in School (BOSS) - Inappropriate Verbal |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
0.10 |
0.17 |
Yes |
|
|
|
|
The Behavior Assessment System for Children (Third Edition) Teacher Rating Scale-Child Form (BASC-3 TRS-C): Adaptive Skills Composite |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
38.13 |
34.68 |
Yes |
|
|
|
|
The Social Skills Improvement System-Rating Scale (SSIS-RS) - Social Skills Total |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
77.64 |
72.72 |
No |
-- | ||
|
The Behavior Assessment System for Children (Third Edition) Teacher Rating Scale-Child Form (BASC-3 TRS-C): School Problems Composite |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
62.03 |
64.72 |
No |
-- | ||
|
The Behavior Assessment System for Children (Third Edition) Teacher Rating Scale-Child Form (BASC-3 TRS-C) - Behavior Symptom Composite |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
68.43 |
70.21 |
No |
-- | ||
|
The Behavioral Observation of Students in School (BOSS) - Noncompliance |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
0.01 |
0.01 |
No |
-- | ||
|
The Behavior Assessment System for Children (Third Edition) Teacher Rating Scale-Child Form (BASC-3 TRS-C): Externalizing Problems Composite |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
71.21 |
71.17 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
The Behavioral Observation of Students in School (BOSS) - Active Engagement |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
0.37 |
0.31 |
Yes |
|
||
|
The Behavioral Observation of Students in School (BOSS) - Passive Engagement |
Behavior Support Coaching for Paraprofessional Model (BSC-P) vs. Business as usual |
12 Weeks |
Full sample;
|
0.40 |
0.36 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 23%
Male: 77% -
Suburban, Urban
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Northeast
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Race Other or unknown 100% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study was conducted in 36 urban and suburban elementary schools in Northeastern United States that served students in grades K-5. The sample included 259 students served by 98 teachers and 101 paraprofessionals.
Study sample
The students in the sample attended kindergarten through fifth grade, were on average 7.6 years old, and 77% were identified as male by their teacher. The student population at the schools in the study was composed of 40% Hispanic students, 30% Black students, 22% White students, 6% Asian students, and 2% Mixed Race students. On average, 61% of the students received free and reduced-priced lunch.
Intervention Group
The Behavior Support Coaching for Paraprofessionals (BSC-P) intervention was structured around eight coaching sessions delivered over approximately 12 weeks. Coach classroom observations were conducted between each coaching session. Coaching sessions were on average 24 minutes in length. The first three coaching sessions focus on identifying student behavior needs and goals and preparing for implementation of behavior strategies in the classroom. The fourth through seventh sessions focus on monitoring and adjusting implementation of the selected strategies. The final coaching session focuses on evaluating strategy implementation and goal progress. The coaches supported the paraprofessionals and teachers in identifying and responding to the target students' behavioral needs in the classroom. Paraprofessionals and teachers selected and implemented behavioral strategies from a research-based toolkit provided by the coach. Some interventions included in the tool kit included token economies, differential reinforcement, behavior contracts, and active rule teaching. Coaches also observed the paraprofessionals' implementation and provided encouragement and feedback based on those observations.
Comparison Group
The comparison condition consisted of regular classroom instruction and supports. Comparison students were also on a waitlist to receive the intervention after the end of the study.
Support for implementation
The BSC-P coaches received a three-day training on the coaching model, including session-specific procedures and checklists. The coaches also received weekly supervisions by the study authors. Supervision included roleplaying coaching sessions, performance data review, and problem-solving implementation barriers.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
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Study findings for this report.
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non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).